Lesson Plan

(D) use more complex capitalization and punctuation with increasing accuracy such as
proper nouns, abbreviations, commas, apostrophes, and quotation marks.

(2.17) Writing/grammar/usage. The student composes meaningful texts applying knowledge of
grammar and usage. The student is expected to:

(A) use singular and plural forms of regular nouns;

(D) edit writing toward standard grammar and usage, including subject-verb
agreement; pronoun agreement, including pronouns that agree in number; and
appropriate verb tenses, including to be, in final drafts.

(2.18) Writing/writing processes. The student selects and uses writing processes for self-initiated
and assigned writing. The student is expected to:.

(E) use available technology for aspects of writing, including word processing, spell
checking, and printing;

126.2. Technology Applications, Kindergarten-Grade 2.
(b) Knowledge and skills.

(1) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:

(A) use technology terminology appropriate to the task;
(B) start and exit programs as well as create, name, and save files; and
(C) use networking terminology such as on-line, network, or password and access remote equipment on a network such as a printer.

(2) Foundations. The student uses data input skills appropriate to the task. The student is expected to:

(A) use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen;
(B) use proper keyboarding techniques such as correct hand and body positions and smooth and rhythmic keystroke patterns as grade-level appropriate;
(C) demonstrate touch keyboarding techniques for operating the alphabetic, numeric, punctuation, and symbol keys as grade-level appropriate;
(D) produce documents at the keyboard, proofread, and correct errors; and
(E) use language skills including capitalization, punctuation, spelling, word division, and use of numbers and symbols as grade-level appropriate.

(7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:

(B) use appropriate software, including the use of word processing and multimedia, to express ideas and solve problems.

(10) Communication. The student formats digital information for appropriate and effective communication. The student is expected to:

(A) use font attributes, color, white space, and graphics to ensure that products are appropriate for the defined audience; and
(B) use font attributes, color, white space, and graphics to ensure that products are appropriate for the communication media including multimedia screen displays and printed materials.

(11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:

(A) publish information in a variety of media including, but not limited to, printed copy or monitor display.

Content and Cognitive Goals:

Student Goals
1. To identify nouns and verbs in written communication.
2. To distinguish between nouns, proper nouns, and verbs in written communication.

Teacher Goals
3. To create an atmosphere where diverse learners will gain confidence in identifying and using a more complex form of grammar usage.
4. Develop confidence in managing and integrating technology into the foundation and enrichment curriculum.

Professional Goals
5. Develop coaching/mentoring techniques to facilitate the integration of technology into the curriculum to enhance student learning.
6. Comfortably use questioning strategies used in mentoring/coaching with teachers.

Learning Connections:

Students will use prior knowledge along with new information to identify nouns, verbs and proper nouns. Students will join in a discussion about the differences between nouns, verbs and proper nouns and help to brainstorm a list of words. Students will use this knowledge to write proper nouns on a card to exchange with a partner. The partner will use the proper noun to write a sentence. Students will need to cooperate with their partner to help each other to write a sentence using the proper noun they were given. Students will then work independently or with a partner to identify nouns, verbs and proper nouns in a story and record the information in a graphic organizer on their computer.

Procedures for Learning Activities/Tasks: (Please number each procedure)

Address Bloom's Taxonomy

In the classroom:

Knowledge, Comprehension, Evaluation, Application

1. Determine student's prior knowledge
   a. Brainstorm with students what they know about nouns and verbs.
   b. Have students define noun and verb.
   c. Students will discuss differences between nouns and verbs
   d. Students will create a list of nouns and verbs.
2. Introduce the lesson
   a. Introduce the activity and discuss with students the parts of sentences.
   b. Students will identify nouns and verbs in their daily oral language activity.
   c. Have students define a noun and discuss what makes a noun a proper noun.
   d. Identify words in the school environment that are proper nouns (such as student names).
   e. Have students brainstorm a list of proper nouns.
3. Group Activity
   a. Students will write a proper noun on a card and exchange the card with a partner.
   b. Students will then write a sentence using the proper noun that they were given.
   c. Students will read their sentence to their partner.

In the computer lab:

Knowledge, Evaluation, Application, Analysis, Synthesis

1. Computer Lab Activity
   a. Students will work with a partner to draw upon prior knowledge to identify nouns, verbs and proper nouns contained in a story.
   b. Pass out and discuss rubric.
   c. Students will use the computer to record the nouns, verbs and proper nouns found in their story on a graphic organizer.
   d. Students will use MS Word on the computer to create a product.
   e. Provide guidance and act as facilitator (asking questions, providing help if needed with software).
   f. Observe and monitor student progress.
   g. Students will check their progress using a rubric.
   h. Grade student work using the rubric for assessment.

Assistive and Diverse Learners:

A speech impaired student is in Mrs. Odem's class. After talking with the Special Education Diagnostician, reviewing the students IEP and discussing the lesson, the following accommodations were suggested:

Simple written instructions as well as directions broken down into simple one or two step instructions
Shorter story for activity.
More time to identify nouns, verbs and proper nouns.
Resource Teacher help if needed.

The student does not require any assistive technology device at this time.

Teaching/Instructional Strategy:

The lesson will use the dual-centered model for instruction. This model was chosen because the instructor will use direct instruction to help students activate prior knowledge and gain knowledge about nouns, verbs and proper nouns. The instructor will use dialogue and questioning to help students compare and contrast nouns and proper nouns. Instructor will then work as a facilitator to monitor and guide student partner groups as they use their skills to identify nouns, verbs and proper nouns in a story and record that information in a graphic organizer on their computer. While working in groups the students will need to work independently and cooperate with their peers. They will need to be able to read and identify words in their environment independent of the instructor. Students with various technology and knowledge skill levels will work independently at their own pace and developmental level. The students will have guidance provided by their teacher if needed.

Instructional strategies that will be used in this lesson include:

Direct Instruction will be used at the beginning of the lesson to introduce the activities and when forming student groups.
Questioning will be used throughout the lesson activities.
Dialogue will be used to begin student discussion of differences, ask probing questions of students and provide feedback.
Brainstorming will be used to activate prior knowledge about nouns, verbs and proper nouns.
Students will work together to identify nouns, verbs and proper nouns in their story and create their final product on the computer.
Students will lead discussions in their collaborative groups to decide which words to record and which category the word should be placed under in their final product.

Student Work Samples:

Students will work independently or with a partner to identify nouns, verbs and proper nouns in a story and record the information in a graphic organizer on their computer.

Graphic Organizer
Student Sample

Technology Connection:

The instructor will use an ELMO device during the introduction of the lesson and brainstorming to project story text on the board while discussing the lesson. Students will work independently or with a partner to identify nouns, verbs and proper nouns in a story and record the information in a graphic organizer on their computer. In the computer lab the partner groups will create their product using Microsoft Word.

The computer lab has enough computers for the entire class.

Technology Management Strategy:

Students will work in collaborative partner groups to create their final product in the computer lab. Prior to the lesson the instructor will:

• Schedule the computer lab time well in advance of the lesson.
• Arrange to check out the ELMO for use in the classroom.
• Arrange to check out the projector for use in the computer lab and make sure that replacement bulbs are available if needed.
• Check with the computer lab tech aide to be sure the software (Microsoft Word) is loaded and working on all the computers and the presentation station is set up.
• Check with the computer lab tech aide to be sure presentation station will be available and set up on the day of the lesson.
• Check with the computer lab tech aide to be sure extra print cartridges are available for the printer in case the printer should run out.

To address the individual learning needs of students with disabilities the instructor will seat the student close to the presentation station, simplify written instructions, break directions for the activity into simple one or two step instructions, provide extra time for the student to work on the computer and offer extra support as needed.

Materials:

Instructional Materials:

Dry Erase Markers
Note Cards
Writing Paper
Reading Story
Template for Graphic Organizer
Rubric for Project

Technical Resources:

Computer Lab
Word Processor on all computers
Presentation Station in the Lab
Printer
Projector
ELMO

Other Resources:

Resource Teacher for speech impaired student.
Discussions with Mentor

Speech Impaired Student will need:

Seating close to teacher or presentation station
Simple written instructions
Directions broken down into simple one or two step instructions
More time to identify nouns, verbs and proper nouns.

Assessment:

Informal:
Listening to students in discussions throughout lesson.
Observation of students working in groups - daily.
Observation of discussion of student work both on paper and on their computer screens daily as they work on the project.
Questioning students about their work and progress toward their goal on the rubric - daily.
Referring frequently to the rubric to help students stay on task - daily.

Formal:
Graded final product using rubric.

Reflection:
Please rate the following indicators using a scale of 1-5.
(1=Poor, 5= Excellent, NA if not applicable)

Reflection Time: Use the following questions to reflect on your lesson.
Questions to Ponder: Was this lesson worth doing? In what ways was the lesson effective? What evidence do you have for your conclusion? How would you change this lesson for teaching it again? Did your students/educators find the lesson meaningful? Did the lesson motivate your students/educators to “go beyond” what was required? Did you achieve your goals met/in progress in the required criteria?

The lesson was very worthwhile for the students. The students gained a firmer understanding of the differences between nouns, verbs and proper nouns. Students were able to identify nouns, verbs and proper nouns in real world written communication. On the second grade benchmark testing the students were able to correctly identify nouns, verbs and proper nouns. My teacher mentee and I agreed that the process of going through the development of the lesson strategies, goals, rubrics, templates, technology resources and assessment information has been very informative and helpful to her and to her students. She feels that she is reaching her goal of creating a learning atmosphere where diverse learners will gain confidence in identifying and using a more complex form of grammar usage. She also feels that she is gaining confidence in using technology with her students as a means to enhance learning. I have learned how to work together with a teacher as a cognitive coach and mentor. I am learning to comfortably ask probing, thoughtful questions that would encourage my teacher mentee to think and develop her own skills.

Date___December 9, 2006_________________
Participant Signature

Date___December 9, 2006_________________
Coach Signature