Karen+Austin

Lesson Plan Karen Austin Walden University Dr. Suzanne Lebeau EDUC-6713I-4 Integrating Technology Across the Content Areas April 1, 2012

Students will read, write, listen, and speak for critical analysis and evaluation. Students will read, write, listen, and speak for information and understanding. || Students use technology to locate, evaluate, and collect information from a variety of sources. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Cell Phone Mania |||| Related Lessons: 3 ||
 * Grade Level: 7 |||| Unit: Persuasive Writing ||
 * ==GOALS== ||
 * **Content Standards:**
 * **ISTE NETS-S:**

Apply the writing process to create a persuasive essay with a thesis statement, supporting details, examples and evidence comprehend the nature of persuasive writing, Identify different persuasive writing techniques, create an oral presentation using presentation software to present the essay points || students will have been taught the three persuasive writing techniques and how to create a thesis statement, the teacher will have copies of the cell phone policy of different schools and companies, students have already been instructed in the use of Google docs to work on a group document || 50 minutes
 * Instructional Objectives:**
 * ==ACTION== ||
 * Before-Class Preparation:
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * Day 1

Day 2 50 minutes

Day 3 50 minutes |||| The students will be randomly divided into groups for and against the prohibition of student cell phone use in school. Each group will be given a checklist with the required tasks. They will then review the policies of other schools. Next, they will brainstorm to create their thesis and form an outline with at least three arguments for or against cell phone prohibition in school.

Each group will have time to work on developing their essays based on the information gathered. Students will create an oral presentation using presentation software to present their position.

The groups will present their position and defend it before the class || Cell phone policy handouts, pen, paper, notes on persuasive techniques computers with internet access, presentation software. LCD projector || Random grouping will help the students to feel comfortable. None of the students will feel the teacher set them up. The lower performing students or will not be singled out and the higher performing students will not be put in charge. || Following the session, each group will have an exit conference with the teacher. The teacher will rate the progress of the group for the day. In addition, the group members will use a rubric daily to rate each member’s participation in the process.
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s):

Accommodations and Extensions : When necessary, I will review the persuasive writing techniques, and thesis creation instruction. If needed, the teacher will explain cell phone use policies. Students will Google docs to continue the collaboration at home.

Back-Up Plan : Hard copies of several cell phone use policies will be on hand in the event of technical difficulties ||
 * ==EVALUATE AND EXTEND== ||
 * Students will be evaluated on the final group presentation and daily process participation using rubrics and their individual essays

ON REFLECTIONS AND NOTES: ||

Karen, This looks like a great start. The topic you have chosen will definitely appeal to students and encourage critical thinking and problem solving. I like how you decided you randomly group your students. I find that when students are asked to argue a point that does not necessarily reflect their own thinking, their research and presentation of material is better than when they argue for something they think is "right." How big are you planning of having each group? Will multiple groups be defending the same viewpoint?

I am also curious as to how they will construct their essays. You said that each group will work on essays using the information gathered, and then in your evaluation you stated that you were going to assess individual essays. Will students be collaboratively writing their essay (using Google Docs I am assuming) or individually writing their essay? I was also wondering what kind of presentation software are you planning on using or are you going to leave it up to the students to decide?

You may be answering this is your next lesson, but I am also curious as to what they will be doing as a result of this research. It would be interesting to have them present the information they found to the principal to see if your school's current policy could be modified based on their findings.

Katie

Karen- It must be persuasive writing time in many classes because that is what I keep reading about! I LOVE this idea and could easily see using this with my high school students. I also like that you are doing random grouping and not personally assigning groups, that can become tiresome. Are you numbering them off? Have them draw out of a hat or just pick their own partner? I have had success and failure with all of these! Sometimes there are just those certain students who do not want to do their fair share of the work. For your presentation piece of this lesson plan what are you going to use. I personally have just starting using prezi and it allows multiple students to work on it at the same time. This would be similar to Google docs (I think) so that they can work on it at home or at school and everyone can add their own element to the presentation. It is a lot more conducive to group work than a PowerPoint.

I have not used Google docs but it sounds like a great tool for group work. I have been given so many great ideas from reading everyone’s lesson plans that I cannot wait to try them out on my own! I am really excited to see how this lesson plan works out because you have definitely gotten their attention by making this authentic.

JenZ

Karen, I think you have picked a very hot topic, which is a major discussion going on in schools right now. You have a great start to this project. I think that this is a very down home project, which affects every student whether they are for or against the cell phone use. Did you have certain points they had to bring up during their presentation about usage, behavior, discipline, etc?? I know many schools deal with cell phone use differently, just curious if you had developed certain points for them to cover. Do the students have to present for so many minutes? I teach 7th grade and i know that they do not like to be up in front of everyone. Small suggestion, i think it would be neat to have the students sitting in the seats, while the group presenting to have cell phones in school is going, using their cell phones or "pretending to" and see if they agree with that or not. Would throw a real life situation in there. I have found that no matter what the rules, students are going to have their cell phones on them. I really do not blame them for wanting to have them, but it is very distracting. Have you thought of including ipods, ipads, music players in that too. I know with the new ipod touches, you can use wireless internet to get on facebook. That throws another stick into the fire. Good lesson, should be interesting to hear what the students come up with.

Ben

Karen,

First of all, I love to teach persuasive writing! Is it not the most fun thing to teach? I really like your topic for your students. I did the same topic a few months ago, and I was quite surprised by the number of students who did not think that cell phones should be allowed in school. I honestly thought all of my students would be for having phones in school, but boy, was I wrong.

I like that you have your students presenting their information in front of the class, and I really like that you are giving your students a checklist so they know what exactly is being expected. My only concern is about the topic. Is that going to be the only topic for your students? I would be concerned about students hearing and saying the same things over and over again. This is a very relevant topic for our students, and I see them having a great discussion about the topic.

I think this is a great lesson.

India

Karen, Persuasive writing is a great lesson to work with the ideas of PBL. It lends itself to opinions and personal interests, which is a great way to tie in the schema of your students. Cell phones is a huge topic at my school where students often express that they should not be bound by usage restrictions. Although, if given the opportunity, like your students, I bet I would find many that are in favor of restricting cell phone use in school. I also like how you also discuss cell phone use in the work place. I am not familiar with restrictions for companies, but restrictions outside of school is a good way to relate student opinions to the real world.

- Curt G.

Read and comprehend books, makes inferences and draws conclusions about contexts, events, characters, and settings **,** examines the reasons for a character’s actions, taking into account the situation and basic motivation of the character; produces writing that includes appropriate information and arguments || Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences, Students communicate information and ideas effectively to multiple audiences using a variety of media and formats. Students are proficient in the use of technology ||  ||
 * = Daily Lesson 2 GAME Plan = ||
 * Lesson Title: Book Blogs |||| Related Lessons: 3 ||
 * Grade Level: 7 |||| Unit: persuasive writing ||
 * ==GOALS== ||
 * **Content Standards:**
 * **ISTE NETS-**


 * Instructional Objectives:**
 * Instructional Objectives:**


 * The student participates in group meetings, in which the student: ||
 * ** • ** || displays appropriate turn-taking behaviors; ||
 * ** • ** || actively solicits another person’s comment or opinion; ||
 * ** • ** || offers own opinion forcefully without dominating; ||
 * ** • ** || responds appropriately to comments and questions;

Generate a digital reading log or journal in the form of a blog ||  || Students will read the first two chapters of To Kill A Mockingbird, students will register for a blogging site. Teacher will obtain permission from administration and parents to have students create a blog || 40 minutes
 * ==ACTION== ||
 * **Before-Class Preparation:**
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * Day 1

Day 2 40 minutes

Day 3 40 minutes |||| The students will discuss questions on the first chapters in small groups of four. Groups will keep notes of their discussion in a character analysis graphic organizer and present them to the class at the end of class.

Students have a brief review of blog creation, students view a sample of a book discussion blog created by the teacher Student will use their discussion on the characters and graphic organizers to create their first group blog discussion

Students will create a blog discussion using the discussion questions given by the teacher that cover chapters 2-4 || Graphic organizer Pen paper

Computers, LCD projector, internet access

Computers with internet access, discussion questions, || The teacher will check the student blogs for the discussion activity. 20 minutes of class time will be dedicated to view the group blogs in class and to discussing the responses.
 * Students will be given 30 seconds to choose their group members ||
 * ==MONITOR== ||
 * **Ongoing Assessment(s):**

Students will be allowed to work on their blogs at home and comment on their classmates blogs as well.
 * Accommodations and Extensions:**

students will keep a hard copy of the group discussion blogs in case of technical difficulties during class ||
 * Back-Up Plan:**
 * ==EVALUATE AND EXTEND== ||
 * Student blogs will be evaluated by the teacher using rubrics, students will also be graded on the visual appeal of the blog page and use of the available tools

LESSON REFLECTIONS AND NOTES: |||||||| = Daily Lesson 3 GAME Plan = || Independently read books for for enjoyment and for literary experience, use graphic organizers to interpret textual information. || Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. Students select and use applications effectively and productively Students evaluate and select information sources and digital tools based on the appropriateness to specific tasks
 * Lesson Title: Sell The Book |||| Related Lessons: 3 ||
 * Grade Level: 7 |||| Unit: Persuasive Writing ||
 * ==GOALS== ||
 * **Content Standards:**
 * **ISTE NETS-S**

Identify the main and minor events of the plot Explain interactions and conflicts between main and minor characters in literary text and how the interactions affect the plot || Students have already read their individual books, learned about main and minor characters and the plot of stories. The students have written a summary of the book they have read. Students will have had a lesson on creating personal artwork digitally || 30 minutes
 * Instructional Objectives:**
 * ==ACTION== ||
 * Before-Class Preparation:
 * During Class ||
 * **Time** |||| **Instructional Activities** || **Materials and Resources** ||
 * Day1

Day 2 40 minutes

Day 3 50 minutes

Day 4 40 minutes |||| The students use their summary to create an outline using the storyboard graphic organizer reflecting selected scenes in the story. The selected scenes should give information about the main characters and the plot of the stories. The students will view two short videos of movie trailers (age appropriate). This will be followed by a discussion of the success of this type of persuasive advertisement. In addition, they will view an example of a digital story. The students will select or create pictures, and video clips to include in their digital story. The students will select the software they would like to use to tell their digital story.

Students will create their digital stories with the media that they pre-selected

Students present their digital stories to their classmates for evaluation || Pen, paper, graphic organizer,

Movie trailer videos, computers with internet access, LCD projector, presentation software,

presentation software, drawing software computers, clipart, digitally created artwork

computer, LCD projector || Students’ preliminary storyboard graphic will be graded using a rubric, during lesson two the teacher will roam the classroom and check individual student work progress
 * The students will work individually ||
 * ==MONITOR== ||
 * **Ongoing Assessment(s):**

When necessary we will review digital artwork creation, and steps for inserting pictures videos and sound into presentation software such as PowerPoint.
 * Accommodations and Extensions:**

If the students have not completed the story, I will schedule additional time. ||
 * Back-Up Plan:**
 * ==EVALUATE AND EXTEND== ||
 * Students will be evaluated on the final digital story using rubrics. The teacher will evaluate as well as their classmates each with their own rubric.

LESSON REFLECTIONS AND NOTES: ||  ||