UbD Lesson Planning Guide (PSI)
Lesson Plan #1 – Introduction/Digital Citizenship
Grade/Subject: Grade 7/8 Computers Unit: Digital Citizenship Lesson Duration: 40 min
Date: September 4 (gr7) and 14 (gr8), 2015
|OUTCOMES FROM ALBERTA PROGRAM OF STUDIES |
|General Learning Outcomes: |Specific Learning Outcomes |
|Explore the impact media has on society |2. Explore the impact media has on society with technology, |
| |economics, community, politics |
| | |
| |4. Identify copyright restrictions and permissions and put them |
| |into practice |
|LEARNING OBJECTIVES |Main Driving Question |
|Students will: |What does it mean to be a Digizen and how can we be a Digizen in |
|Explore what it means to be a digital citizen |our school? |
|Understand the choices they make online affects others in some way | |
|Understand basic copyright and use of materials procedures | |
|ASSESSMENTS |
|Observations: Constantly observe students through all activities and see if they |Discussion: Student’s responses to questions posed about |
|understand the concepts taught or need assistance. |the information discussed in class to assess understanding.|
|Written/Performance Assessments: |
|Student introduction - Students will provide the teacher with a brief background on who they are and how advanced they are with the use of technology.|
|This will allow the teacher to formatively assess their background knowledge on what will be learned this term. |
|MATERIALS AND EQUIPMENT |
|Pencil and paper for each student |
|Smart presentation |
|Resources |Class Preparation |
|Alberta Education CTS Program of Study - COM 1015: Media - |Create folder for student assignments |
| |Create class presentation of me and the class |
| | |
| | |
|PROCEDURE |
|Introduction ( 10 min.): |
|Intro |
|Begin by giving a brief Introduction of the course and the expectations. |
|Go over what the day will look like and post the class schedule from the smart presentation. |
|Explain to the students that today we will be discussing digital citizenship and what it means to the school |
|Before moving on, take attendance and ensure all students are in the class. |
| |
|As doing the attendance, ask the students if they have any questions before we begin class. |
| |
|After there are no questions, transition to body. |
|Transition to Body |
|Attention Grabber |Technology plays a major role in our lives. What we post can be seen by anyone online. |Time: 1 minute |
|Assessment of Prior |How many have posted something online and felt instant regret? |Time: less than 1 |
|Knowledge | |minute |
|Expectations of student |Every class we will abide by our code of conduct set at the beginning of the year. Every student will |Time: Todays lesson |
|learning and Behaviour |treat one another with respect. No one will call any one names in a derogatory manner, as we are all |this will be skipped|
| |learning a skill that some may have never done or do often. Every student will try their absolute best |as covered in the |
| |and give all their effort for the activities. Any question can be asked at any time during the class, as|intro |
| |no question is a bad question. Be open to new ideas from the teacher and classmates. Attention must be | |
| |on the teacher in order for things to run smoothly and get as much time with the activities as possible.| |
| |Lastly, Have fun! | |
|Advance Organizer/Agenda|Unit expectations | |
| |Class discussion | |
| |About me work | |
| |Digital citizenship research | |
|Transition to Body |Technology can be amazing, but when used correctly. Lets discuss some of the ways in which it should be |Time: 1 minute |
| |used correctly. | |
|Body (13 min) |Time |
|Learning Activity 1 |Digital Citizenship |10 minutes |
| |Begin telling the students that using technology can be scary | |
| |Explain that the online world can be a dark place due to anonymity concerns. Being anonymous can change | |
| |people and their behaviours | |
| |Being a good digizen can help us become smart online and avoid any negative beings | |
| |Social networking is a major issue, so we need to know ways to remain smart about everything | |
| |Get the students to begin researching ways to be a good digital citizen and take notes about what | |
| |digital citizenship is in a word file | |
| | | |
| |Ask the students to play the Digizen game: | |
| | | |
| |Make sure you explain that children and adults are not so different. | |
|Assessments/ |Formative | |
|Differentiation |Discussion | |
| |Feedback | |
| |Summative | |
| |N/A | |
| |Differentiation | |
| |Provide word visuals and explanation of terms | |
|Learning Activity 2 |Student Research |Rest of class |
| |Allow students to go around the digizen website and copy notes from the site about digital citizenship | |
| |Ensure they look for things that they can do to become a digital citizen | |
| |Explain that this research will be needed for next class when we design an infographic of digital | |
| |citizenship | |
|Assessments/ |Formative | |
|Differentiation |Discussion | |
| |Feedback | |
| |Summative | |
| |N/A | |
| |Differentiation | |
| |Let students pick a partner to research the information and work together | |
| |Give students assistance to write down their ideas on paper | |
|Learning Activity 3 | | |
|Assessments/ | | |
|Differentiation | | |
|Learning Activity 4 | | |
|Extra time activity (if time permits): and show the 9 elements |
|Closure (4 min.): | |
|Assessment of Learning: |What was the most difficult part of this lesson today? | |
| |Was there anything that you need explained more? | |
| |On a scale of 1 to 5, with one being not comfortable, how did you feel participating today? | |
|Feedback from students: |Did you enjoy the research? | |
| |Has anyone heard of this website before? | |
|Feedback to Students: |Excellent job today taking in all this information and remaining focused throughout. | |
|Transition to Next |Today's lesson was to understand the idea of being a digizen, next class we will use what we found and | |
|Lesson: |create an infographic of being a digital citizen | |
|Reflection |
| |
Lesson Plan #2 – Digital Citizenship
Grade/Subject: Grade 7/8 Computers Unit: Digital Citizenship Lesson Duration: 40 min
Date: September 21 (gr7) and 26 (gr8), 2015
|OUTCOMES FROM ALBERTA PROGRAM OF STUDIES |
|General Learning Outcomes: |Specific Learning Outcomes |
|Explore the impact media has on society |2. Explore the impact media has on society with technology, |
| |economics, community, politics |
| | |
| |4. Identify copyright restrictions and permissions and put them |
| |into practice |
|LEARNING OBJECTIVES |Main Driving Question |
|Students will: |What does it mean to be a Digizen and how can we be a Digizen in |
|Explore what it means to be a digital citizen |our school? |
|Understand the choices they make online affects others in some way | |
|Understand basic copyright and use of materials procedures | |
|ASSESSMENTS |
|Observations: Constantly observe students through all activities and see if they |Discussion: Student’s responses to questions posed about |
|understand the concepts taught or need assistance. |the information discussed in class to assess understanding.|
|Written/Performance Assessments: |
|Students will need to demonstrate their understandings of being a digital citizen by participating in the group document. The poster they create will |
|demonstrate their understanding of the material based from the discussion. |
|MATERIALS AND EQUIPMENT |
|Computer |
|Microsoft 365 |
|Smart presentation |
|Resources |Class Preparation |
|Alberta Education CTS Program of Study - COM 1015: Media - |Seating plan |
| | |
| | |
| | |
|PROCEDURE |
|Introduction (10 min.): |
|Intro |
|Begin by giving a brief Introduction of the class and what will be accomplished |
| |
|As doing the attendance, ask the students if they have any questions before we begin class. |
| |
|After there are no questions, transition to body. |
|Transition to Body |
|Attention Grabber |Everyone saw the presentation last week, so lets gather our understandings based off that presentation. |Time: 1 minute |
|Assessment of Prior |How many have posted something online and felt instant regret? |Time: less than 1 |
|Knowledge | |minute |
|Expectations of student |Every class we will abide by our code of conduct set at the beginning of the year. Every student will |Time: Todays lesson |
|learning and Behaviour |treat one another with respect. No one will call any one names in a derogatory manner, as we are all |this will be skipped|
| |learning a skill that some may have never done or do often. Every student will try their absolute best |as covered in the |
| |and give all their effort for the activities. Any question can be asked at any time during the class, as|intro |
| |no question is a bad question. Be open to new ideas from the teacher and classmates. Attention must be | |
| |on the teacher in order for things to run smoothly and get as much time with the activities as possible.| |
| |Lastly, Have fun! | |
|Advance Organizer/Agenda|Set up Microsoft 365 | |
| |Class document creation | |
|Transition to Body |Lets all figure out Microsoft 365 together. Based off our discussions, we will then create our posters. |Time: 1 minute |
|Body |Time |
|Learning Activity 1 |Microsoft 365 |20 minutes |
| |Begin by explaining why Microsoft 365 is being used and why it is important | |
| |Get all students to log in and briefly discuss the features | |
| |Begin by setting up a shared class document and get the students to work together to develop a document | |
| |with all aspects of being a digital citizen | |
| |The teacher should lead the document with ideas or topics for digital citizenship | |
| |Ensure all are participating throughout the document | |
|Assessments/ |Formative | |
|Differentiation |Discussion | |
| |Feedback | |
| |Summative | |
| |N/A | |
| |Differentiation | |
| |Allow students to work together as two | |
|Learning Activity 2 |Poster creation |Rest of class |
| |Get students to create a digital poster of all the information created on the document | |
| |The poster should include all topics discussed and their demonstrate their own understandings of being a| |
| |digital citizen | |
| |The teacher should allow the students to choose any digital platform they wish, but needs to look like a| |
| |poster | |
| |The teacher will provide examples for students to use (prezi, easel.ly) | |
| |Explain to the students that they will be graded on this assignment | |
|Assessments/ |Formative | |
|Differentiation |Discussion | |
| |Feedback | |
| |Summative | |
| |N/A | |
| |Differentiation | |
| |Allow students to create a physical poster if they choose | |
| |Allow students to work in partners | |
|Learning Activity 3 | | |
|Assessments/ | | |
|Differentiation | | |
|Learning Activity 4 | | |
|Extra time activity (if time permits): |
|Closure (4 min.): | |
|Assessment of Learning: |What was the most difficult part of this lesson today? | |
| |Was there anything that you need explained more? | |
| |On a scale of 1 to 5, with one being not comfortable, how did you feel participating today? | |
|Feedback from students: |Did you enjoy the research? | |
| |Has anyone heard of this website before? | |
|Feedback to Students: |Excellent job today taking in all this information and remaining focused throughout. | |
|Transition to Next |Next class we will be finishing up our posters | |
|Lesson: | | |
|Reflection |
| |
Lesson Plan #3 – Digital Citizenship II
Grade/Subject: Grade 7/8 Computers Unit: Digital Citizenship Lesson Duration: 40 min
Date: September 28 (gr8) and Oct 2 (gr7), 2015
|OUTCOMES FROM ALBERTA PROGRAM OF STUDIES |
|General Learning Outcomes: |Specific Learning Outcomes |
|Explore the impact media has on society |2. Explore the impact media has on society with technology, |
| |economics, community, politics |
| | |
| |4. Identify copyright restrictions and permissions and put them |
| |into practice |
|LEARNING OBJECTIVES |Main Driving Question |
|Students will: |What does it mean to be a Digizen and how can we be a Digizen in |
|Explore what it means to be a digital citizen |our school? |
|Understand the choices they make online affects others in some way | |
|Understand basic copyright and use of materials procedures | |
|ASSESSMENTS |
|Observations: Constantly observe students through all activities and see if they |Discussion: Student’s responses to questions posed about |
|understand the concepts taught or need assistance. |the information discussed in class to assess understanding.|
|Written/Performance Assessments: |
|Students will need to demonstrate their understandings of being a digital citizen by participating in the group document. The poster they create will |
|demonstrate their understanding of the material based from the discussion. |
|MATERIALS AND EQUIPMENT |
|Computer |
|Microsoft 365 |
|Smart presentation |
|Resources |Class Preparation |
|Alberta Education CTS Program of Study - COM 1015: Media - |Seating plan |
| | |
| | |
| | |
|PROCEDURE |
|Introduction (10 min.): |
|Intro |
|Begin by giving a brief Introduction of the class and what will be accomplished |
| |
|As doing the attendance, ask the students if they have any questions before we begin class. |
| |
|After there are no questions, transition to body. |
|Transition to Body |
|Attention Grabber |Everyone saw the presentation last week, so lets gather our understandings based off that presentation. |Time: 1 minute |
|Assessment of Prior |How many have posted something online and felt instant regret? |Time: less than 1 |
|Knowledge | |minute |
|Expectations of student |Every class we will abide by our code of conduct set at the beginning of the year. Every student will |Time: Todays lesson |
|learning and Behaviour |treat one another with respect. No one will call any one names in a derogatory manner, as we are all |this will be skipped|
| |learning a skill that some may have never done or do often. Every student will try their absolute best |as covered in the |
| |and give all their effort for the activities. Any question can be asked at any time during the class, as|intro |
| |no question is a bad question. Be open to new ideas from the teacher and classmates. Attention must be | |
| |on the teacher in order for things to run smoothly and get as much time with the activities as possible.| |
| |Lastly, Have fun! | |
|Advance Organizer/Agenda|Set up Microsoft 365 | |
| |Class document creation | |
|Transition to Body |Lets all figure out Microsoft 365 together. Based off our discussions, we will then create our posters. |Time: 1 minute |
|Body |Time |
|Learning Activity 1 |Poster creation (cont’d) |20 minutes |
| |Get students to create a digital poster of all the information created on the document | |
| |The poster should include all topics discussed and their demonstrate their own understandings of being a| |
| |digital citizen | |
| |The teacher should allow the students to choose any digital platform they wish, but needs to look like a| |
| |poster | |
| |The teacher will provide examples for students to use (prezi, easel.ly) | |
| |Explain to the students that they will be graded on this assignment | |
| | | |
| |Explain that students will only have this class to finish and complete their assignment in which they | |
| |will be graded | |
|Assessments/ |Formative | |
|Differentiation |Discussion | |
| |Feedback | |
| |Summative | |
| |N/A | |
| |Differentiation | |
| |Allow students to work together as two | |
|Learning Activity 2 | |Rest of class |
|Assessments/ | | |
|Differentiation | | |
|Learning Activity 3 | | |
|Assessments/ | | |
|Differentiation | | |
|Learning Activity 4 | | |
|Extra time activity (if time permits): |
|Closure (4 min.): | |
|Assessment of Learning: |What was the most difficult part of this lesson today? | |
| |Was there anything that you need explained more? | |
| |On a scale of 1 to 5, with one being not comfortable, how did you feel participating today? | |
|Feedback from students: |Did you enjoy the research? | |
| |Was the technology used hard to navigate or use? | |
|Feedback to Students: |Excellent job today taking in all this information and remaining focused throughout. | |
|Transition to Next |Next class we will be finishing up our posters and be moving into learning about designing websites | |
|Lesson: | | |
|Reflection |
| |
Lesson Plan #3 – Microsoft 365
Grade/Subject: Grade 7 Computers Unit: Digital Citizenship Lesson Duration: 40 min
Date: September 24, 2015
|OUTCOMES FROM ALBERTA PROGRAM OF STUDIES |
|General Learning Outcomes: |Specific Learning Outcomes |
|3. analyze various types of media used to communicate ideas and information |3.1 critique sample projects (e.g., professional, student) |
|6. apply consistent and appropriate work station routines |regarding: |
|7. demonstrate basic competencies |3.1.1 intent |
| |3.1.2 project planning and execution; e.g., storyboard, script, |
| |audio, visual |
| |3.1.3 appropriateness of layout |
| |3.1.4 clarity of message |
| |3.1.5 techniques used |
| | |
| |6.1 demonstrate good health and safety practices; e.g., posture, |
| |positioning of hardware and furniture |
| |6.2 demonstrate security for hardware, software, supplies and |
| |personal work |
| |7.1 demonstrate fundamental skills to: |
| |7.1.1 communicate |
| |7.1.2 manage information |
| |7.1.3 use numbers |
| |7.1.4 think and solve problems |
| | |
| | |
|LEARNING OBJECTIVES |Main Driving Question |
|Students will: |How are we able to use Microsoft 365 as an entire group? |
|Understand the role of storing all information in one location |What are the possible benefits of this type of software? |
|Demonstrate their competency to understand new technologies | |
|Demonstrate proper usage of the Microsoft software pertaining to class use | |
|ASSESSMENTS |
|Observations: Constantly observe students through all activities and see if they |Discussion: Student’s responses to questions posed about |
|understand the concepts taught or need assistance. |the information discussed in class to assess understanding.|
|Written/Performance Assessments: |
|Students will need to demonstrate their understandings of using Microsoft 365 in an efficient way. Students should be able to understand the |
|connection of the software and use for school. Students should be able to navigate easily through the entire program. |
|MATERIALS AND EQUIPMENT |
|Computer |
|Microsoft 365 |
|Power Point |
|Resources |Class Preparation |
|Alberta Education CTS Program of Study - COM 1015: Media - |Seating plan |
| |Power point |
| | |
| | |
|PROCEDURE |
|Introduction (5 min.): |
|Intro |
|Bellwork/Attendance |
| |
|Introduction of Mr. Sproule |
| |
|Begin by giving a brief Introduction of the class and what will be accomplished |
| |
|After there are no questions, transition to body. |
|Transition to Body |
|Attention Grabber |Everyone saw the presentation last week, so lets gather our understandings based off that presentation. |Time: 1 minute |
|Assessment of Prior |How many have used Microsoft 365 before? |Time: less than 1 |
|Knowledge | |minute |
|Expectations of student |Every class we will abide by our code of conduct set at the beginning of the year. Every student will |Time: Todays lesson |
|learning and Behaviour |treat one another with respect. No one will call any one names in a derogatory manner, as we are all |this will be skipped|
| |learning a skill that some may have never done or do often. Every student will try their absolute best |as covered in the |
| |and give all their effort for the activities. Any question can be asked at any time during the class, as|intro |
| |no question is a bad question. Be open to new ideas from the teacher and classmates. Attention must be | |
| |on the teacher in order for things to run smoothly and get as much time with the activities as possible.| |
| |Lastly, Have fun! | |
|Advance Organizer/Agenda|Set up Microsoft 365 | |
| |Class document creation | |
|Transition to Body |Lets all figure out Microsoft 365 together. Based off our discussions, we will then maybe create more |Time: 1 minute |
| |cool things on this platform. | |
|Body |Time |
|Learning Activity 1 |Microsoft 365 |30 minutes |
| |Begin by explaining what Microsoft 365 is and why it is important for us at the school | |
| |Start by showing the quick intro video to Microsoft 365 through the power point | |
| |Explain that from this point on, a majority of teachers will be using this program for all documents, | |
| |homework and other things that they see fit. | |
| | | |
| |ASK students if they ever have used a program like this before. | |
| |ASK students if they are excited to use technology like this, or scared. | |
| | | |
| |After, ensure all students are on the website before beginning: | |
| |Explain the log in steps and what to write firstnamelastname@prrd8.ca and the password is the same as | |
| |what they used to get on their computer | |
| |Ensure all students are logged in before moving on | |
| |Once logged in, start taking the students through each of the programs hosted online | |
| |Provide a demonstration on the board for students to follow along. Try to keep it interesting and | |
| |include things that will intrigue them | |
| |Explain to the students that they will be able to collaborate with partners on future assignments and | |
| |easily communicate with their teacher | |
| | | |
| |ASK: What other possible uses could come from this program? | |
| |ASK: Is this easier than our Shared folder to navigate? | |
| |ASK: Can we see any negative downside to using this program in relation to cyber-bullying or others | |
| |trying to steal ideas? | |
| | | |
| |Provide a demonstration and try to set up a class document online for the entire class to add to the | |
| |conversation. | |
| |Get students to add funny photos from Google or simply type in the document. Get them to try as many | |
| |things as possible. | |
| | | |
| |If not, use Padlet as a way to show the similar functions that 365 would provide | |
| | | |
| |In Padlet, there are already premade topics that students could add conversation to about our assignment| |
| |that we began last class | |
| |Students can use this information to transfer into their assignment for different ideas | |
|Assessments/ |Formative | |
|Differentiation |Discussion | |
| |Feedback | |
| |Summative | |
| |N/A | |
| |Differentiation | |
| |Provide cheat sheet of steps on how to navigate the documents online to those students who may need a | |
| |sheet in front of them to read | |
| |Allow students to work with their table buddy to help navigate the pages | |
|Learning Activity 2 |If all goes well with the discovery, try to set up an online document through 365 with all of the |Rest of class |
| |students. | |
| |Get students to try to write down their name on the collaboration space | |
| |Get students to try to add a picture into the space | |
| |Get students to find a link that matters to them and add it to the space | |
| | | |
| |Also, get students to send an email to the teachers email in order to start generating a class list to | |
| |transfer into 365 to share documents | |
|Assessments/ |Formative | |
|Differentiation |Discussion | |
| |Feedback | |
| |Summative | |
| |N/A | |
| |Differentiation | |
| |Allow students to work in pairs to help each other out through the process | |
|Learning Activity 3 | | |
|Assessments/ | | |
|Differentiation | | |
|Learning Activity 4 | | |
|Extra time activity (if time permits): |
|Closure (4 min.): | |
|Assessment of Learning: |What was the most difficult part of this lesson today? | |
| |Was there anything that you need explained more? | |
| |On a scale of 1 to 5, with one being not comfortable, how did you feel participating today? | |
|Feedback from students: |Did you enjoy learning about a new program that will benefit you for your education? | |
| |Was the technology used hard to navigate or easy? | |
|Feedback to Students: |Excellent job today taking in all this information and remaining focused throughout. | |
|Transition to Next |Next class we will be finishing up our posters and be moving into learning about designing websites | |
|Lesson: | | |
|Reflection |
| |
Lesson Plan #3 – Website Creation
Grade/Subject: Grade 7/8 Computers Unit: Website Design Lesson Duration: 40 min
Date: October 4, 2015
|OUTCOMES FROM ALBERTA PROGRAM OF STUDIES |
|General Learning Outcomes: |Specific Learning Outcomes |
|3. analyze various types of media used to communicate ideas and information |3.1 critique sample projects (e.g., professional, student) |
|6. apply consistent and appropriate work station routines |regarding: |
|7. demonstrate basic competencies |3.1.1 intent |
| |3.1.2 project planning and execution; e.g., storyboard, script, |
| |audio, visual |
| |3.1.3 appropriateness of layout |
| |3.1.4 clarity of message |
| |3.1.5 techniques used |
| | |
| |6.1 demonstrate good health and safety practices; e.g., posture, |
| |positioning of hardware and furniture |
| |6.2 demonstrate security for hardware, software, supplies and |
| |personal work |
| |7.1 demonstrate fundamental skills to: |
| |7.1.1 communicate |
| |7.1.2 manage information |
| |7.1.3 use numbers |
| |7.1.4 think and solve problems |
| | |
| | |
|LEARNING OBJECTIVES |Main Driving Question |
|Students will: |What are the main benefits of creating a visually appealing |
|Understand the elements of basic web design |website? |
|Understand the importance of creating something beautiful | |
|Demonstrate their understanding of using basic web design software |How can we make websites easy to navigate? |
|ASSESSMENTS |
|Observations: Constantly observe students through all activities and see if they |Discussion: Student’s responses to questions posed about |
|understand the concepts taught or need assistance. |the information discussed in class to assess understanding.|
|Written/Performance Assessments: |
|Students will need to demonstrate their understandings of using Weebly to create their own website. They should be able to navigate freely when using |
|the design tools and be able to navigate easily. |
|MATERIALS AND EQUIPMENT |
|Computer |
|Weebly |
|Weebly instructions |
|Resources |Class Preparation |
|Alberta Education CTS Program of Study - COM 1015: Media - |Seating plan |
| |Power point |
| | |
| | |
|PROCEDURE |
|Introduction (5 min.): |
|Intro |
|Bellwork/Attendance |
| |
|Bellwork: Get students to create a response on the collaboration wall of what they think digital citizenship is, what it looks like, and things to |
|remember |
| |
|Begin by giving a brief Introduction of the class and what will be accomplished |
| |
|After there are no questions, transition to body. |
|Transition to Body |
|Attention Grabber |Ever navigate a website and just say to yourself “that’s awful”? |Time: 1 minute |
|Assessment of Prior |How many have created their own website before? |Time: less than 1 |
|Knowledge | |minute |
|Expectations of student |Every class we will abide by our code of conduct set at the beginning of the year. Every student will |Time: Todays lesson |
|learning and Behaviour |treat one another with respect. No one will call any one names in a derogatory manner, as we are all |this will be skipped|
| |learning a skill that some may have never done or do often. Every student will try their absolute best |as covered in the |
| |and give all their effort for the activities. Any question can be asked at any time during the class, as|intro |
| |no question is a bad question. Be open to new ideas from the teacher and classmates. Attention must be | |
| |on the teacher in order for things to run smoothly and get as much time with the activities as possible.| |
| |Lastly, Have fun! | |
|Advance Organizer/Agenda|Bad websites examples | |
| |Introduction to Weebly | |
| |Weebly navigation and exploration | |
|Transition to Body |Lets begin by learning how to create our own website |Time: 1 minute |
|Body |Time |
|Learning Activity 1 |Website Design |30 minutes |
| |Begin the class by providing bad examples of websites | |
| |Explain to the students that the functionality and look of the website should be appealing to all who | |
| |use it | |
| |Explain that Weebly provides everything for basic website design that is easy to sue and easy on the | |
| |eyes | |
| |Take the students step-by-step in creating their own website | |
| |Explain that their project will be to create a website game that will be navigated in many ways | |
| |The game must have a beginning scenario with two choices, then those two choices will be hosted with 2 | |
| |more questions to give a final scenario | |
| |Get students to use their 365 email to get logged on and sign up for Weebly | |
|Assessments/ |Formative | |
|Differentiation |Discussion | |
| |Feedback | |
| |Summative | |
| |N/A | |
| |Differentiation | |
| |Provide guides for students who need assistance | |
| |Allow students to help out others as we move along | |
|Learning Activity 2 |Begin Creating Game |Rest of class |
| |Students will begin to create their website | |
| |Before beginning, get students to add their link to their site by copying and pasting it into the | |
| |collaboration wall with their name | |
| |Explain the game set up and design in detail to ensure all students understand | |
| |Explain the grading criteria briefly, and what needs to be included | |
|Assessments/ |Formative | |
|Differentiation |Discussion | |
| |Feedback | |
| |Summative | |
| |N/A | |
| |Differentiation | |
| |Allow students to work in pairs to help each other out through the process | |
|Learning Activity 3 | | |
|Assessments/ | | |
|Differentiation | | |
|Learning Activity 4 | | |
|Extra time activity (if time permits): |
|Closure (4 min.): | |
|Assessment of Learning: |What was the most difficult part of this lesson today? | |
| |Was there anything that you need explained more? | |
| |On a scale of 1 to 5, with one being not comfortable, how did you feel participating today? | |
|Feedback from students: |Did you enjoy learning about a new program that will benefit you for your education? | |
| |Was the technology used hard to navigate or easy? | |
|Feedback to Students: |Excellent job today taking in all this information and remaining focused throughout. | |
|Transition to Next |Next class we will continue creating our website games! | |
|Lesson: | | |
|Reflection |
| |
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