Name: Ronda Stapleton, Jennifer Neumann, Kylie Campbell



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Technology Integrated Lesson Plan

MEDT 3401


Name:

Ronda Stapleton, Jennifer Neumann, Kylie Campbell

Lesson Plan #

2




Classroom Configuration

1 Computer

3-5 Computers

6-10 Computers

1 – 1










X



Design for Learning

Whole Group

Small Group

Pairs

Individual










X




Bloom’s Taxonomy - Levels Addressed

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

X

X




X

X






Lesson Title

Black History Month – Honoring MLK Jr.

Subject (s)

Social Studies with technology integration

Duration

30 minutes twice a week for 3 weeks. During 4th week, students will present their PowerPoint projects.

Learners

  • Grade Level(s)




3rd grade but this lesson has potential to be adapted for other grade levels

  • Special Needs




Students necessitating modifications will be accommodated. Students with mild disabilities will be directly assisted by the teacher in completing the presentation. Students with severe challenges will be allowed to view MLK Jr. Internet sites and share findings with the class. When possible, assistants will aid in classroom completion.

  • ESL




Allow ESL students to publish in first or second language. Direct them to online translators or set browser to the student’s first language.

  • Prerequisite Skills

Students must have:

Basic keyboarding skills

Basic word processing skills

Basic Internet search skills

Basic PowerPoint skills

Reading and writing skills at 2nd grade level




Curricular Connections

  • Performance Objectives

After completion of the lesson, students will be able to:

  • Name and identify the figure under study, Martin Luther King Jr.

  • Explain and describe the life of Martin Luther King Jr.

  • Organize the events of the life of Martin Luther King Jr. in chronological order for the presentation

  • Report their research through a class PowerPoint presentation

  • GPS and Elements

SS3H2: The student will discuss the lives of Americans who expanded people’s right and freedom in a democracy.

a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (women’s rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting rights), and Cesar Chavez (workers’ rights).

b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.

ELA3LSV1 The student uses oral and visual strategies to communicate. The student
a.  Adapts oral language to fit the situation by following the rules of conversation with peers and adults.
b.   Recalls, interprets, and summarizes information presented orally.
c.   Uses oral language for different purposes: to inform, persuade, or entertain.
d.   Listens to and views a variety of media to acquire information.


  • Teacher NETS

Planning and Designing Learning Environments and Experiences: Teachers plan and design effective learning environments and experiences supported by technology. Teachers:

  1. design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

  2. identify and locate technology resources and evaluate them for accuracy and suitability.

  3. plan for the management of technology resources within the context of learning activities.

  4. plan strategies to manage student learning in a technology-enhanced environment.

Teaching, Learning, and the Curriculum: Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers:

  1. facilitate technology-enhanced experiences that address content standards and student technology standards.

  2. apply technology to develop students’ higher-order skills and creativity. Manage student learning activities in a technology-enhanced environment.

  • Student NETS

Basic operations and concepts

  1. Students demonstrate a sound understanding of the nature and operation of technology systems.

  2. Students are proficient in the use of technology.

Social, ethical, and human issues

  1. Students understand the ethical, cultural, societal issues related to technology.

  2. Students practice responsible use of technology systems, information, and software.

  3. Students develop positive attitudes toward technology uses that support lifelong learners, collaboration, personal pursuits, and productivity.

Technology productivity tools

a. Students use technology tools to enhance learning,

increase productivity and promote creativity.

b. Students use productive tools to collaborate in

constructing technology enhanced models, prepare

publications, and produce other creative works.



Technology communications tools

  1. Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.

  2. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

Technology research tools

  1. Students use technology to locate, evaluate, and collect information from a variety of sources.

  2. Students use technology tools to process data and report results.







Assessment

  • Assessment

Formal- Students will complete a Martin Luther King Jr. PowerPoint, including Internet research about his childhood, adult life, accomplishments, death, and fun facts. The PowerPoint will be evaluated using a rubric which evaluates content, sequencing of information, originality, and spelling and grammar. The oral presentations will also be evaluated via a rubric which evaluates preparedness, clarity of speech, ability to stay on topic, and enthusiasm about subject matter.

Instructional Media

  • Materials

Pencil, Paper, and Reference Texts

Technology

  • Teacher




Computer with Internet Access and Microsoft Suite

  • Student

Computer with Internet Access and Microsoft Suite

  • Teacher URLs

http://en.wikipedia.org/wiki/Martin_Luther_King,_Jr.#Spouse_and_Children

http://www.thekingcenter.org

http://www.time.com/time/time100/leaders/profile/king.html

http://www2.lhric.org/pocantico/taverna/98/king.htm

http://www.kidsturncentral.com/links.mlkjlinks.htm

http://www.pbs.org/wgbh/amex/mlk/

http://www.infoplease.com/spot/mlkjrday1.html


  • Student URLs

http://en.wikipedia.org/wiki/Martin_Luther_King,_Jr.#Spouse_and_Children

http://www.thekingcenter.org

http://www.time.com/time/time100/leaders/profile/king.html

http://www2.lhric.org/pocantico/taverna/98/king.htm

http://www.kidsturncentral.com/links.mlkjlinks.htm

http://www.pbs.org/wgbh/amex/mlk/

http://www.infoplease.com/spot/mlkjrday1.html





Learning Plan

  • Hook/Motivation

Instruct students to lay their heads on their desks and listen intently. Then, turn off the classroom lights, and prompt student thought by asking questions about their feelings. For example, ask how students would feel if they were not allowed to do certain activities simply because of their appearance or other factors. Then, using a computer, play an excerpt from the famous “I Have a Dream” speech. Upon completion of excerpt, ask students to comment about their thoughts and feelings. Introduce the figure under study as Martin Luther King, Jr.

  • Connections to Previous Learning

This lesson should connect to previously learned and applied writing skills, keyboarding skills, and basic Internet research skills.

  • Procedures




1. Hook students with the “I Have a Dream” speech activity.

2. Introduce Martin Luther King, Jr. as an important figure in Black History, and inform students that they are going to be individually completing research and a PowerPoint on the events of the life of Martin Luther King, Jr. Then, explain that students will use a variety of Internet and text reference materials to collect information.

3. Students will use a pre-made PowerPoint template, created by the teacher, to complete their own PowerPoint presentation.

4. Using a 1-1 computer configuration, in a lab setting, create a schedule which will allow each student to access a computer for thirty minutes, twice each week, for three weeks. Schedule time for fourth week PowerPoint presentations.

5. Since students will be using PowerPoint to create presentations, conduct a brief lesson on using PowerPoint and collecting Internet research.

6. Students access a lab computer for thirty minutes, twice each week, for three weeks to complete research and create PowerPoint presentations.

7. After completing PowerPoint presentations, students prepare for oral presentations of their projects.

8. Students present their Martin Luther King, Jr. PowerPoint projects to the class during the fourth scheduled week.



  • Student Processing/Products

Students will create a Martin Luther King, Jr. PowerPoint using Microsoft PowerPoint, the Internet, and reference texts to inform peers about the life and accomplishments of Martin Luther King, Jr.




  • Adaptations

Use computer adaptations as necessary for special needs students: large font, adaptive keyboards, text readers, software such as Co-Writer or Write Out Loud.

  • Connections to Other Disciplines

Writing – Students prepare written presentations about Martin Luther King, Jr.

Content Reading Skills- Students read from sources and gather and interpret information.



  • Extensions/

Enrichments

Students who finish early could assist special needs students in preparing presentations and researching. Also, students could use Microsoft Word to prepare notes for their oral presentations.


Reflections
Kylie Campbell

I enjoyed writing this lesson plan, and I was surprised at how easy it was to integrate technology into a study of Martin Luther King, Jr. Writing the lesson helped me to organize my thoughts, and it allowed me to add details to my basic ideas. Similarly, the technology integration really strengthened the lesson, and I really look forward to trying the lesson in my own classroom someday. As I approach my teaching career, I am enthusiastic about incorporating technology in my classroom, and I have high hopes for the success of my lessons.


Jennifer Neumann

In my opinion, writing this lesson plan went much smoother than the first one. Now that I am more familiar with the format, it is much easier to get my thoughts organized and into the lesson plan format. By completing these first two lesson plans, I have realized how easy it can be to integrate technology into basic classroom topics. Through completion of these lesson plans, I believe I will be more capable of incorporating technology in my future classroom.


Ronda Stapleton

Again, this lesson was enjoyable for me. I feel this lesson can also be a fun and memorable experience for the students which can make teaching more beneficial. I love the hook within the lesson, and I know the students will be actively engaged with this hook. I like how the lesson is very detailed for the teacher which could be great for a substitute teacher. I again feel that integrating technology into my future lessons will be an asset to me and my students. After this class experience I will more apt to include technology within my lesson.

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