ESC 11 Master Technology Teacher Certification Program

MTTC Mentoring Field Experience Home Page

Paula Brown

Lesson Plan
MTTC 1002

Teacher Name: Johana Kurtz Lesson Title: Infomercial Subjects(s) and Grade Level: Speech, Grades 9-12
Standards
MTT Domain-Competencies: DOMAIN I—DIGITAL TECHNOLOGY KNOWLEDGE AND SKILLS Competency 001 The Master Technology Teacher demonstrates knowledge and application of technology-related terminology and concepts, hardware, software, data-input strategies, and ethical practices, and knows how to acquire, analyze, and evaluate digital information from the Internet and other sources. DOMAIN II—TECHNOLOGY-ENHANCED TEACHING AND LEARNING Competency 005 The Master Technology Teacher demonstrates knowledge of how to use task-appropriate tools to synthesize knowledge, create and modify solutions, and evaluate results to support the work of individuals and groups in problem-solving situations. Competency 006 The Master Technology Teacher demonstrates knowledge of how to communicate in different formats for diverse audiences. Competency 007 The Master Technology Teacher demonstrates knowledge of instructional design, development, and assessment in a technology-enhanced environment. Competency 008 The Master Technology Teacher knows how to implement and assess technology-enhanced instruction to meet the diverse needs and abilities of all students. DOMAIN III—COLLABORATING AND MENTORING *Competency 009* The Master Technology Teacher knows how to collaborate with colleagues to facilitate the implementation of appropriate, research-based, technology-enhanced instruction. Competency 010 The Master Technology Teacher knows how to provide professional development and support through mentoring, modeling, coaching, and consulting.
Content TEKS: §110.56. Speech Communications (b3D) analyze roles assumed by group members and their influence on group effectiveness; (b3E) use appropriate verbal, nonverbal, and listening strategies to communicate effectively in groups; (b3F) use effective strategies for problem solving, conflict management, and consensus building in groups; (b4A) analyze audience, purpose, and occasion; (b4B) apply appropriate criteria for choosing and limiting topics; (b4D) research topics for speeches using a variety of primary, secondary, and electronic sources; (b4E) organize speeches using the traditional elements of speech form, including an introduction, body, and conclusion; (b4G) organize and develop outlines to reflect logical speech form; (b4K) make effective choices for using language in speeches such as informal usage for effect, standard English for clarity, and technical language for specificity; (b4M) produce and use concise notes and/or visual aids appropriately. (b5C) analyze the characteristics of speeches to inform, persuade, or inspire; (b6A) use appropriate techniques and strategies to overcome communication apprehension, build self-confidence, gain command of ideas and information, and revise speeches; (b6B) use language clearly and appropriately; (b6C) use nonverbal strategies appropriately; (b6D) use notes, manuscripts, rostrum, visual aids, or electronic devices appropriately; and
Content and Cognitive Goals
Student Learning Goals: 1.Create a brochure for an infomercial that incorporates the main elements of the presentation speech. 2. Present an infomercial product to the class in speech form that includes traditional elements of speech organization and form.
Teacher Learning Goals: 1. Use technology successfully as an integral tool to enhance learning. 2. Use effective instructional strategies that maximize student learning, classroom management and technology integration with a focus on the needs of diverse learners.
Mentor Learning Goals: 1. Facilitate seamless and appropriate technology integration in the curricular content to enhance teaching 2. Collaborate effectively with the mentee in the design of student learner-centered instruction that maximizes student learning, classroom management and technology integration with a focus on the needs of diverse learners.
Learning Connections
Students will use the internet to research a topic for an infomercial presentation. Using the research gathered, students will design the layout of a brochure. Studnets will use Microsoft Publisher to create a brochure that combines images and text. Students will determine the key points in their research and present information in a coherent form.
Procedures for Learning Activities/Tasks
*Address Bloom's Taxonomy*
1. The teacher will begin by defining the characteristics of an infomercial and will question the students to determine prior knowledge. Students will observe, listen, and ask questions when necessary. [Knowledge] 2. The Teacher will display examples of infomericals. Students will observe, listen, take notes and ask questions if needed. [Knowledge] 3. The Teacher will identify students groups and provide time and guidance in selecting a topic for the informercial. Students will discuss group dynamics and select a topic. [Comprehension] 4. The Teacher will discuss research skills. Students will observe, listen, and ask questions if needed. [Knowledge, Comprehension] 5. The Teacher will introduce the topic of brochures and will pass out examples. Students will observe, listen, take notes and ask questions if needed. [Knowledge, Comprehension] 6. The Teacher will pass out a blank brochure. Student groups will create a handwritten outline for their brochure. The teacher will observe, ask probing questions, and provide feedback. [Comprehension, Application, Analysis, Synthesis] 7. Students will work in groups in the computer lab to create a brochure in Microsoft Publisher. [Comprehension, Application] 8. Students will present their informercial to the class. Students will use the brochure as a visual aid. The teacher will observe, ask probing questions, and provide feedback. [Comprehension, Application] 7. The teacher will use a rubric to assess the process and the product.
*Assistive and Diverse Learners*
1. Meet with the special education content teacher. 2. Discuss and decide upon specific strategies and assistive technologies which will support the students. 3. Implement strategies and technologies.
Teaching/Instructional Strategy
Direct Instruction and Cooperative Learning [discussion, brainstorming, questioning, demonstration, discovery/inquiry, collaboration] In the beginning, students will listen, ask questions and take notes as the teacher lectures (direct instruction). The teacher will model and demonstrate examples of the product. During the next segment, the teacher will play the role of guide and facilitator as the students work collaboratively in groups to create their brochures and prepare their infomerical presentation. The use of the Microsoft Publisher may motivate and add interest to the student learning process. It involves the student visually in the lesson and interactively. The use of the document camera/projector to display the student created brochures adds additional motivation. Strategies that may benefit diverse learners include the following: Advance Organizer will be provided Hard copy of demonstrations Verbal instructions will be provided as needed Partner collaboration Attempts will be made to limit distractions or over stimulation
Student Work Samples
Students will work in groups to create a brochure and speech presentation to demonstrate their comprehension of the student learning goals and content TEKS. -Photos 1 2 3 4 5 6 -Brochures 1 2 3 4
Technology Connections
Software: Microsoft Publisher, Internet Explorer Peripherals: Projector, Document Camera
Technology Management Strategy
Students will work in groups or individually if needed in the classroom. Students with diverse needs will work with a partner to complete the task. Student group participants will take turns and students will be expected to give their full attention during presentations.
Materials
Hardware: Document Camera, Projector, Computer Lab Software: Microsoft Publisher, Internet Explorer Handouts: Advance Organizer, Hard copy of teacher examples, Rubric Teacher-created Instructional Materials: Advance Organizer Assistive devices: With the Smartboard students have the option of using the provided pens or their finger Human Resources: Special Education Content Teacher, Librarian, Instructional Technologist
Assessment:
Informal: Observation, Questioning, Demonstrations, Student Reflection Formal: Teacher Rubric Evaluation
Teacher Reflection
Please rate the following indicators using a scale of 1-5 (1-Poor, 5-Excellent, NA if not applicable) _____ Technology instruction was effective and students/educators achieved curricular goals. _____ Technology instruction was effective and students/educators or I achieved targeted goals. _____ Technology instruction was effective and I achieved my professional goals. _____ Students/educators were motivated by the use of technology. _____ Technology was critical to the success of this lesson. _____ Varying abilities of students/educators were supported through the use of technology. _____ Equipment was sufficient for the number of students/educators completing this activity. _____ Equipment and software functioned properly. _____ Overall rating of lesson.
Use the following questions to reflect on your lesson: 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?
	12-08-06
Signature
	12-08-06
Signature