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.

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