|
Aspect
1: The Syntax
|
|
Learning Goals
Students will
be able to
|
Instructional
Strategies
|
Instructor Actions
|
Student Activities
|
|
1. demonstrate collaboration skills as
they work in groups to make a list of words that they will
use in their autobiographies
|
Collaborative group work
|
Assign students to groups
Ask students to refer to their word logs
and consider the word lists for family names and travel
Ask students to consider how the words
from their vocabulary list could be used to write a story
about their lives
|
Call out the vocabulary words from prior lessons and discuss
their meaning
Use oral language to incorporate the words
in sentences as they consider how the words could be used
to compose an autobiography
|
|
Discussion
|
Will circulate and provide feedback to groups as they verbalize
possible syntax that could include words in their vocabulary
list
|
Will question the teacher and each other
about ways to incorporate their vocabulay words in the project
|
|
2. explain an autobiography, using appropriate
vocabulary
|
Team
presentation |
Direct
groups to offer at least 10 words from prior vocabulary lists
that could be used to support an autobiography and to list
the words on the board |
Will offer at least 10 words from prior vocabulary lists
that could be used to support an autobiography and will
list the words on the board
Will use prewriting to develop ideas for the paragraphs
of an autobiography
|
|
Oral report
|
Have one student read the
list and offer suggestions about how the words could be
used
Will provide feedback to student
suggestions
|
Will read the list and offer suggestions about how the
words could be used
|
|
3. demonstrate collaboration skills as
they use a digital camera to take each other's pictures;
students will instruct other students in the rules of composition
as they take turns using the camera
|
Collaboration
Student teaching
Hands-on technology instruction
|
Will demonstrate the proper use of the
camera
Will show examples of incorrectly composed
images
Will facilitate students as they teach
others how to use the focus and shutter button
|
Will practice composition rules
as they learn to use a digital camera
Will use oral language to explain
the camera functions to other students
|
|
Hands-on technology instruction
|
Will demonstrate the use of the floppy disk to display
jpeg images
|
Will learn about image sizes and the use of floppy disks
to store images
|
|
4. go to a web address on the Internet
|
Hands-on technology instruction
|
Will demonstrate the use of a browser and how to type in
a web address
|
Will use appropriate vocabulary for research on the Internet
Will access a web site and use the scroll bar
|
| 5.
copy and paste an image from a web site |
Hands-on
technology instruction |
Will demonstrate with classroom computer
and large-screen monitor the steps to copy and paste an
image into a word-processing document; will show both the
insert command and the copy and paste function
Will demonstrate the manipulation of an
image, for example, resizing
|
Will
find their picture on the school web site and copy and paste
to a document |
|
6. use Inspiration software to do visual prewriting for
their autobiography
use word-processing skills to create a document
|
Hands-on technology instruction
Direct instruction
|
Will learn how to use Inspiration to create a visual organizational
plan for their autobiographies
Will facilitate keyboarding skills and the use of spell-check,
grammar rules, and mechanics
|
Will compose an autobiography that includes the following:
reference to birth place, early childhood, family members,
education record, travel, hobbies, and life goals
Will include narratives that describe important events
in the student's life
|
|
7. will present their autobiographies orally to each other
and bind them for presentation to younger ESL students
will record their oral presentations with a tape recorder
for self-evaluation of pronunciation skills
|
Oral report
Collaboration
|
Will encourage correct pronunciation and
will foster listening skills by facilitating a question-and-answer
session for each presentation
Will facilitate the creation of the autobiography
report
|
Will practice pronunciation skills
as they present oral reports
Will collaborate on the creation of
an autobiography report for younger students
|
|
Learning Goals
I will be able
to
|
Instructional
Strategies |
Instructor
Actions |
|
| 8.
demonstrate peer coaching skills |
Questioning |
Will use questions to improve focus
Will plan a lesson for specific objectives
|
|
| 9.
use research-based instructional design |
Research
Synthesis
Application
|
Will evaluate various teaching models
Will evaluate instructional design and strategies to facilitate
technology integration
|
|
| 10.
demonstrate my understanding of theories and factors that
affect learning |
Data gathering
Analysis
|
Will reflect on the diversity of the students
Will develop heterogeneous grouping patterns
Will nurture self-esteem via an emphasis on student background
Will assure that that classroom tasks are distributed equitably
without regard to gender, race, national origin, or disabilty
Will reflect on the effectiveness of teaching strategies
used
|
|
| 11.
will know how to use AppleWorks |
Hands-on
technology |
Will learn how to use the menus in AppleWorks
Will teach students the menus and commands in AppleWorks
|
|
| 12.
reflect on accessible design concepts, equity, and access
of assistive technology to assure all students can experience
success with this project and others |
Inquiry
Research |
Will investigate available assistive technology in my school
district
Will consider the individual needs of my students
Will consider the accommodations that need to be made so
that all learners can experience success
|
|
| 13.
reflect on problem-solving skills for all types of learners,
including learners with disabilities |
Inquiry
Data gathering |
Consider each individual student activity to be sure that
it is characterized by accessibility and equity
Make notes in the lesson plan to indicate the need for
assistive technology
|
|
|
14. establish timelines, rules for lab
use, and criteria for grading autobiographies to promote
classroom management
|
Direct instruction for classroom management
|
Develop a rubric for project evaluation
|
|
|
Aspect 2: The
social system
Describe the interpersonal structure of the instructional
experience.
|
Students will encourage each other to expand
their vocabulary by suggesting words to use in their vocabularies,
and those who have more advanced computer skills will assist
those who need help.
|
|
Aspect 3: The
role of the instructor
Describe your general instructional role. For example,
will you present material, guide students as they research
their own issues, etc?
|
I will demonstrate the skills needed to
compose a picture with a camera, to access a web page, to
manipulate a digital image, to create a document with an
inserted image, and will guide students as they present
their final products. I will encourage quality in their
writing and facilitate the organization of their ideas.
|
|
Aspect 4: The
support system
Describe the types and amount of instructional, technical,
and other resource support required for the instruction
(e.g., instructional materials, communication capabilities).
|
For support I will need a computer in my
classroom with a large monitor, a computer lab with a computer
for each student, Internet access, a digital camera, and
a color printer..
|
