Lessonplan_template_3401
Technology Integrated Lesson Plan
MEDT 3401
|Name: |Michele Knepper & Katie Rentz |
|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 |X | | |
|Bloom’s Taxonomy - Levels Addressed |
|Knowledge |Comprehension |Application |Analysis |Synthesis |Evaluation |
|X |X |X |X |X |X |
|Lesson Title |Famous People of Georgia’s Past |
|Subject (s) |Social Studies & Technology |
|Duration |Four 60 minute class periods & Presentation Day |
|Learners |
|Grade Level(s) |2nd |
|Special Needs |Students who have anxiety about speaking in front of other students may do research |
| |and/or scene set-up and prop creation instead of performing in front of classmates. |
|ESL |Students that do not speak English can be paired with an “English buddy” during |
| |research. It is not necessary for these students to understand all dialect in |
| |presentation, they can learn from what is happening on film. |
|Prerequisite Skills |Students need to: |
| |Be able to open programs |
| |Know how to type on keyboard and use mouse |
| |Know how to power machines on and off |
| |Be able to navigate research websites on internet explorer |
|Curricular Connections |
|Performance Objectives |After completion of the lesson, students will be able to: |
| |Identify Georgia’s historic figures and describe how their lives are similar and/or |
| |different from our lives today by creating a short film. |
|GPS and Elements |SS2H1: The students will read about and describe the lives of historical figures in |
| |Georgia’s history. |
| |a. Identify the contributions made by these historic figures: |
| |James Oglethorpe, Tomochichi, Mary Musgrove (founding of Georgia); Sequoyah |
| |(development of Cherokee alphabet); Jackie Robinson (sports); Martin Luther King Jr. |
| |(civil rights); & Jimmy Carter (leadership & human rights). |
| |b. Describe how everyday life in these historical figures is similar to and different|
| |from everyday life in the present (food, clothing, homes, transportation, |
| |communication, recreation, rights, & freedoms). |
|Teacher NETS |1. TECHNOLOGY OPERATIONS AND CONCEPTS. |
| |Teachers demonstrate a sound understanding of technology operations and concepts. |
| |Teachers: |
| |b. demonstrate continual growth in technology knowledge and skills to stay abreast of|
| |current and emerging technologies. |
| |2. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES. |
| |Teachers plan and design effective learning environments and experiences supported by|
| |technology. Teachers: |
| |a. design developmentally appropriate learning opportunities that apply |
| |technology-enhanced instructional strategies to support the diverse needs of |
| |learners. |
| |b. apply current research on teaching and learning with technology when planning |
| |learning environments and experiences. |
| |c. identify and locate technology resources and evaluate them for accuracy and |
| |suitability. |
| |d. plan for the management of technology resources within the context of learning |
| |activities. |
| |e. plan strategies to manage student learning in a technology-enhanced environment. |
| |3. TEACHING, LEARNING, AND THE CURRICULUM. |
| |Teachers implement curriculum plans, that include methods and strategies for applying|
| |technology to maximize student learning. Teachers: |
| |a. facilitate technology-enhanced experiences that address content standards and |
| |student technology standards. |
| |b. use technology to support learner-centered strategies that address the diverse |
| |needs of students. |
| |c. apply technology to develop students' higher order skills and creativity. |
| |d. manage student learning activities in a technology-enhanced environment. |
| |6. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES. |
| |Teachers understand the social, ethical, legal, and human issues surrounding the use |
| |of technology in PK-12 schools and apply those principles in practice. Teachers: |
| |d. promote safe and healthy use of technology resources. |
| |e. facilitate equitable access to technology resources for all students |
|Student NETS |1. Use keyboards and other common input and output devices (including adaptive |
| |devices when necessary) efficiently and effectively. (1) |
| |3. Discuss basic issues related to responsible use of technology and information and |
| |describe personal consequences of inappropriate use. |
| |5. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital|
| |cameras, scanners) for individual and collaborative writing, communication, and |
| |publishing activities to create knowledge products fro audiences inside and outside |
| |the classroom. |
|Assessment |
|Assessment |Students complete play and record it on video recorder meeting all requirements |
| |stated in rubric. |
|Instructional Media |
|Materials |List of famous Georgian’s |
| |Teacher provided materials to create their own props/costumes |
|Technology |
|Teacher |Video recorder |
| |Computer with internet access |
| |Student example of recorded play |
| |T.V. |
| |V.C.R./DVD Player |
|Student |Video recorder |
| |Computer with internet access |
|Teacher URLs |Example of Student Play |
| |Good Example of Student Play |
| |Video Camera Recording |
| |Video Camera Viewing |
| |Video Camera Zooming |
| |Video Camera Focusing |
|Student URLs |James Oglethorpe Research 1 |
| |James Oglethorpe Research 2 |
| |Tomochichi Research 1 |
| |Tomochichi Research 2 |
| |Mary Musgrove Research 1 |
| |Mary Musgrove Research 2 |
| |Sequoyah Research 1 |
| |Sequoyah Research 2 |
| |Jackie Robinson Research 1 |
| |Jackie Robinson Research 2 |
| |Martin Luther King, Jr. Research 1 |
| |Martin Luther King, Jr. Research 2 |
| |Jimmy Carter Research 1 |
| |Jimmy Carter Research 2 |
|Learning Plan |
|Hook/Motivation |The teacher will come in dressed up as a famous historical Georgian. |
|Connections to Previous Learning |The students have been studying Georgia and this continues the unit they have been |
| |learning about the state they live in by researching historical figures of Georgia’s |
| |past. |
|Procedures |1. The teacher will come in dressed up as a famous historical Georgian. |
|*Number these |2. The teacher will allow students to ask questions, answering any questions that he |
| |or she can. |
| |3. The teacher will show students some examples of student made plays. |
| |4. The teacher will show students examples of how to and how not to use a video |
| |camera. |
| |5. The teacher will assign students to groups. |
| |6. Students will be given their famous person to research. |
| |7. Students will complete research on famous historical Georgians to include: how |
| |everyday life in these historical figures is similar to and different from everyday |
| |life in the present (food, clothing, homes, transportation, communication, |
| |recreation, rights, & freedoms). |
| |8. The teacher will be available for assistance through research. |
| |9. The students will create a play from their research information. |
| |10. The students will practice rehearsing their play that they have created. |
| |11. The teacher will be available for assistance through rehearsal. |
| |12. The students will present their plays while students from the previous group that|
| |presented record the performance on video. |
| |13. The students will watch all the plays once they are recorded to learn about |
| |historical Georgia figures. |
|Student Processing/Products |Students will create a play and record it to video to demonstrate what they learned |
| |about their research of famous Georgians. |
|Adaptations |Students who have anxiety about speaking in front of other students may do research |
| |and/or scene set-up and prop creation instead of performing in front of classmates. |
|Connections to Other Disciplines |This activity uses technology by computers and video recording, as well as drama due |
| |to the production of their researched material. |
|Extensions/Enrichments |Students who finish with their research early may begin practicing play and creating |
| |props for it. Once finished with practicing the play, they can continue to practice |
| |or help other students create props for their play. |
Reflection (Michele Knepper): I like this lesson because it gives students practice in multiple discipline areas. The students will get to experience technology and how it makes learning more fun. I think that this lesson would do well in any grade level with the necessary modifications made for certain student responsibilities. I would love to use this lesson in my future classroom.
Reflection (Katie Rentz): I believe this is a very good lesson. It involves drama, social studies, and technology. This lesson is great for second grade, but I believe it could be modified to fit all grade levels. Creating a film is a way for students to express themselves. I believe the students will learn about their character as well as their classmate’s character.
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- famous people with mental illnesses
- key jamestown people and events history is fun
- famous american research project
- 10 great men and women who fought for freedom
- lessonplan template 3401
- resources for miss archer s gcse classes
- proyecto personas famosas de méxico
- trading cards ms hofmann s website
- beyond setting time and place in fiction
- historical heroes
Related searches
- template for writing a business plan
- free business proposal template pdf
- free marketing plan template microsoft word
- business plan template word
- template for conclusion paragraph
- business plan template free
- simple business plan template pdf
- business proposal template word
- blank business plan template free
- business plan template word document
- printable business plan template free
- startup business plan template excel