Lessonplan_template_3401



Technology Integrated Lesson Plan

MEDT 3401

|Name: |JaKendria Johnson, Jeanne Van Tonder, and Sherena Perkins |

|Lesson Plan # |1 |

|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 | | | | |

|Lesson Title |Causes and Events Leading to the Revolutionary War |

|Subject (s) |History |

|Duration |60 minute class period |

|Learners |

|Grade Level(s) |9-12 |

|Special Needs |Two Special Needs Children: |

| |Behavior Disorder |

| |Learning Disabled |

|ESL |One ESL student with an assistant. |

|Prerequisite Skills |Students should have a prior knowledge of the creation of the colonies and their |

| |relationship with Great Britain. |

|Curricular Connections |

|Performance Objectives |Students will be able to list the causes of the war in chronological order. |

|GPS and Elements |SSUSH3 The student will explain the primary causes of the American Revolution. |

| |b. Explain colonial response to such British actions as the Proclamation of 1763, the|

| |Stamp Act, and the Intolerable Acts as seen in Sons and Daughters of Liberty and |

| |Committees of Correspondence. |

|Teacher NETS |TECHNOLOGY OPERATIONS AND CONCEPTS. |

| |Teachers demonstrate a sound understanding of technology operations and concepts. |

| |Teachers: |

| |demonstrate introductory knowledge, skills, and understanding of concepts related to |

| |technology (as described in the ISTE National Education Technology Standards for |

| |Students) |

| |demonstrate continual growth in technology knowledge and skills to stay abreast of |

| |current and emerging technologies. |

| |PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES. |

| |Teachers plan and design effective learning environments and experiences supported by|

| |technology. Teachers: |

| |design developmentally appropriate learning opportunities that apply |

| |technology-enhanced instructional strategies to support the diverse needs of |

| |learners. |

| |apply current research on teaching and learning with technology when planning |

| |learning environments and experiences. |

| |identify and locate technology resources and evaluate them for accuracy and |

| |suitability. |

| |plan for the management of technology resources within the context of learning |

| |activities. |

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

| | |

|Student NETS |Basic operations and concepts |

| |Students demonstrate a sound understanding of the nature and operation of technology |

| |systems. |

| |Students are proficient in the use of technology. |

| |Technology productivity tools |

| |Students use technology tools to enhance learning, increase productivity, and promote|

| |creativity. |

| |Students use productivity tools to collaborate in constructing technology-enhanced |

| |models, prepare publications, and produce other creative works. |

|Assessment |

|Assessment |The students will be required to create a timeline of the events leading up to the American |

| |Revolution. The students will have a check list to assist them in completing the assignment. |

|Instructional Media |

|Materials |Computer |

| |Textbook |

| |Assignment Checklist |

|Technology |

|Teacher |Computer equipped with internet access. |

|Student |Computer lab equipped with internet access. |

|Teacher URLs | |

| | |

| | |

|Student URLs | |

| | |

| | |

|*Create and attach with this lesson plan all handouts and media you will use to implement this lesson. |

|Learning Plan |

|Hook/Motivation |Present students with a modern day scenario about an over imposing employer to help the |

| |students understand how the colonist felt at the time of the American Revolution. |

|Connections to Previous Learning |The teacher will briefly go over the main ideas of the previous chapter on The Creation of the |

| |13 British Colonies by asking questions relating to the previous chapter. |

|Procedures |Introduce lesson with the Hook Scenario. Teacher asks students about real world scenarios that |

|*Number these |relate to the experiences of the colonist. Example: Having taxes taken out of pay check for |

| |things not relating to them. |

| |2. Students reply to hook scenario with their personal |

| |experiences and comments. |

| |3. Teacher briefly reviews the main ideas of the previous |

| |chapter in connection with the current lesson/activity. |

| |The review includes reasons for colonization and the |

| |relationship between the colonist and the mother country |

| |at the time |

| |Teacher explains the lesson for the day: students will |

| |construct a timeline listing the dates of the major events |

| |leading to the beginning of the American |

| |Revolution. |

| |Teacher provides students with a checklist to guide them |

| |through the assignment. |

| |Teacher will show students an example of an acceptable |

| |Timeline which will emphasize key dates and events. |

| |Teacher directs students to the computer lab to begin |

| |assignment. |

| |Teacher uses Smart board to demonstrate the proper use |

| |of the timeline websites. |

| |Students proceed to the computer lab to work on their |

| |timeline assignment utilizing online software and their |

| |textbook. |

| | |

|Student Processing/Products |Students will create a timeline about the information they learned in class. |

|Adaptations |Students who require extra help will be assisted individually by the teacher. |

|Connections to Other Disciplines |Lesson requires thinking skills, organization skills, and reading skills. |

|Extensions/Enrichments |Students that finish early will begin to read the next section of the chapter. |

Reflection on Creating our Lesson Plan

Our group decided to design a lesson plan based on a famous milestone in American history, Revolutionary War. Jeanne’ and Kendra both specialize in secondary education while Sherena specializes in early childhood. The process in order to reach the finish line involved trying to set a standard grade level in which all three of us could teach the lesson to: elementary and high school students. We researched and found that the Georgia Standards did permit that the origin of the Revolutionary War began teaching with 4th graders. This was perfect for us as we constructed an activity for the students to use and discover what causes and events led up to the Revolutionary War. In order to complete the activity, the students were required to use technology and create a timeline that showed the dates of all the events leading up to the war.

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