Lesson
Plan
Teacher Name: Janet Walters
Subject(s) and Grade Level:
ESL,
grades 5-9
Domain-Competencies
MTTC: Standard 1: 1.3s,
1.5s, 1.7s, 1., 1.12s, 1.13s, Standard 3: 3.1s, 3.2s, 3.4s, 3.5s, 3.6s,
3.7s, 3.8s, 3.9s, 3.10s, 3.11s, 3.12s, 3.13s, 3.14s, 3.15s, 3.16s, 3.17s, 3.18s,
3.19s, 3.21s, 3.22s, 3.23s, 3.24s, 3.26s,
Standard IV: 4.1s,
4.2s, 4.3s, 4.4s, 4.5s, Standard V: 5.1s, 5.2s, 5.5s, 5.6s, 5.7s, 5/8s,
5.9s, 5.10s, 5.11s, 5.12s, 5.17s, 5.18s
Content TEKS TEKS
for English as a Second Language Subchapter B Middle School, 128.21, 128.22a,
128.22b, 128.23 (a), (3):
English
for speakers of other languages (ESOL) students are at different stages of
language acquisition. The following general proficiency levels are not grade
specific: Beginner, Intermediate, Advanced. The ESOL
student may exhibit different proficiency levels within the four language
components: listening, speaking, reading, and writing. An ESOL student may
exhibit oral skills at the advanced level, reading skills at the intermediate
level, and writing skills at the beginning level. Any combination of these
components is possible and is affected by opportunities for interaction in and
outside of school________________________________________________________________________
Content and Cognitive Goals: Students
will develop collaborative skills as they create a list of vocabulary words they
will use to write autobiographies.
In addition, they will work together as they use a digital camera to take
each other’s photos. They will
learn how to access a web site to copy and paste the photos to a word processing
document. They will use Inspiration
software to create an organizational web for the autobiographies and then use
AppleWorks to compose the autobiographies.
They will then present an oral reading of their finished compositions to
their classmates and bind the autobiographies to share with younger
students.
Learning Connections: Students
will review vocabulary lists from prior lessons on family and travel. They will use prior experience with
keyboarding to create the document required. They will use vocabulary words, and they will
use prewriting skills to organize their ideas. They will use a floppy disk, a digital
camera, the Internet, and two software programs. They will use keyboarding skills, and
they will use appropriate spelling, mechanics, and grammar as they compose. They will practice correct pronunciation
of new vocabulary words. This
lesson will transfer to literature class and to history as they study
immigration patterns in the
Procedures for Learning
Activities/Tasks: (Please number each
procedure.)
Address Bloom’s Taxonomy
1. use oral language to incorporate
vocabulary words into sentences – comprehension,
application
2.
will use prewriting to plan the autobiography – application,
analysis
3.
will use a digital camera to take each other’s pictures – knowledge,
application
4.
will use oral language to explain camera functions to
each other – application
5.
will access a web site to copy and paste an image into a document – application,
synthesis
6.
will compose an autobiography using correct grammar and language mechanics –
synthesis, evaluation
7.
will practice correct pronunciation as they make oral presentations – synthesis,
evaluation
Assistive Technology and Diverse
Learners
1. All students will use
Inspiration software to enhance organizational skills – Inspiration software
provides colors, symbols, and images as representations of ideas that may be
easily moved and rearranged until the student is satisfied with the arrangement
of his ideas.
2. One student will use Kurzweil 3000 software for multisensory benefits as the student word processes – Kurzweil software provides spoken language through
headphones as the student uses the keyboard, thus reassuring the student that
the written language he is creating is communicating the intended message. A resource teacher will be available for
assistance.
Teaching/Instructional
Strategy:
Instructional groups strategies, group
management strategies, extensions for diverse needs of learners, accommodations
and modifications for learners IEP correlated when needed, variety of
technologies, variety of uses of technologies.
Students will work in groups
to choose vocabulary words for the compositions and to use the digital
camera. They will report back to
the large group on a list of vocabulary words and they will assist each as they
take pictures with the camera. In
the computer lab, students with a larger vocabulary will be seated next to
students who have less English proficiency so the advanced students can help
those who need advice on how to use English words. One special education student will be
allowed to do his composition in the special education resource room where he
can use Kurzweil software. I will facilitate the
student activities, providing encouragement and correction.
Student Work
Samples:
Each
student will produce a word-processed autobiography with attached
picture.
Technology
Connection:
Developmentally appropriate
hardware, software,
peripherals, classroom technology arrangement, software customized to support
diverse needs, adaptive/assistive technology to support special
needs
I
will demonstrate the procedure for typing in a web address with a computer in
the classroom with large screen monitor for instruction. In the lab, the students will type in
the web address (a web page attached to my school web page) to access the
digital photos they took with the digital camera. They will use the computer lab and
printer with
Inspiration software and
AppleWorks. One student will
use Kurzweil software in the resource
room.
Technology Management
Strategy:
Students
will first work in the classroom and then in a lab. They will work in groups to make a list
of vocabulary words and then individually in the computer lab. They will have specific instructions for
each aspect of the project and I will act as facilitator. The special education student will work
with other students in every aspect except for the word processing when he will
work in the resource room so he can use software that has a synthesizer
function.
Materials:
Inspiration,
AppleWorks, Kurzweil, printer, camera, Internet,
paper, web page (created by me)
Assessment:
Portfolio, demonstration,
self-assessment, peer assessment, checklist, rubric, process and product
Informal: discussion,
demonstration of vocabulary list, demonstration of skills with a camera,
demonstration of ability to copy and paste an image to a
document
Formal: rubric
with checklist
Reflection:
Please rate the following indicators
using a scale of 1-5.
(1=Poor, 5= Excellent, NA if not
applicable)
5 Technology instruction was
effective and students/educators achieved curricular
goals.
5
Technology instruction was effective and students/educators or I achieved
targeted goals.
5
Technology instruction was effective and I achieved my professional
goals.
5
Students/educators were
motivated by the use of technology.
5
Technology was
critical to the success of this lesson.
5
Varying abilities of
students/educators was supported through the use of the
technology.
5
Equipment was
sufficient for the number of students/educators completing the
activity.
5
Equipment and software
functioned properly.
5
Overall rating of
lesson.
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 students loved the
lesson and were absolutely delighted to see their pictures on the Internet and
to print out their documents with their pictures on them. The students learned the meaning of
autobiography, how to organize the various parts of an autobiography, and they
learned how to use technology to illustrate and word-process the document. I videotaped the class, showing their
pleasure with the experience, and I included a clip of a
7th-grader who reads her paper to the others. I also posted a sample of the student’s
work. I would not change much; the
students are speaking very limited English, so that development of language
proficiency is the primary focus, but they had great fun with the technology and
created a product they are proud of.
The students want to continue working on the autobiography, adding more
information about their lives. I
achieved my goals but I want to continue to show them more that they can do with
the computer to make their documents and narratives better.
_________________________________Date ___February 24,
2003_____________________
Participant
Signature
_________________________________
Date____February 24,
2003_______________________
Coach Signature