Lesson Plan
Teacher Name: Janet
Walters, mentee name Debra Walters
Subject(s) and Grade Level: Reading and Language Arts, Fourth Grade
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
English Language Arts and Reading, Grade 4.
(1) Fourth grade students are
able to select and use different forms of writing for specific purposes such as
to inform, persuade, or entertain. Their writing takes on style and voice.
Fourth grade students write in complete sentences. Students vary sentence
structure and use adjectives, adverbs, prepositional phrases, and conjunctions.
Fourth grade students are proficient spellers. Students edit their writing
based on their knowledge of grammar and usage, spelling, punctuation, and other
conventions of written language. Students can produce a final, polished copy of
a written composition. Fourth grade students understand and use visual media
and can compare and contrast visual media to print.
(13) Reading/inquiry/research.
The student inquires and conducts research using a variety of sources. The
student is expected to:
(A) form and
revise questions for investigations, including questions arising from interests
and units of study (4-5);
(B) use text
organizers, including headings, graphic features, and tables of contents, to
locate and organize information (4-8);
(C) use multiple
sources, including electronic texts, experts, and print resources, to locate
information relevant to research questions (4-8);
(D) interpret and
use graphic sources of information such as maps, graphs, timelines, tables, and
diagrams to address research questions (4-5);
(E) summarize and
organize information from multiple sources by taking notes, outlining ideas, or
making charts (4-8);
(F) produce
research projects and reports in effective formats using visuals to support
meaning, as appropriate (4-5);
(G) draw
conclusions from information gathered from multiple sources (4-8); and
(H) use compiled
information and knowledge to raise additional, unanswered questions (3-8).
Content and Cognitive Goals: The teacher will assist students as they develop collaborative
skills and create a list of advantages of owning a pet. Their ideas will be used to create an
essay. The teacher and students will
learn how to access a web site to copy and paste photos to a word processing
document. They will use Word to compose
the essays. They will use Word to create
a table in which they tabulate data about their pets. Students will then
present an oral reading of their finished compositions to their classmates. The teacher will learn how to use various
Word skills to integrate technology with reading instruction.
Learning
Connections: Students and teacher will use
brainstorming and prewriting skills to plan the essays. They will use prior experience with
keyboarding to create the document required.
They will use a floppy disk, the Internet, and a software program. They will use keyboarding skills, and they
will use appropriate spelling, mechanics, and grammar as they compose. This lesson will transfer to math class as
they learn about tabulation of numerical data in tables. The technology skills will be useful in many
other classes. The primary obstacle to
success is the level of technology skills for the students. They have not done much word processing and
have never imported a graphic or created a table. They have never used a floppy and they will
have to walk their floppies from lab to classroom and open the file on
different computers. There may be
incompatibility problems since the computers are running different operation
systems.
Procedures for Learning Activities/Tasks: (Please number each
procedure.)
Address
Bloom’s Taxonomy
1. use
oral language to plan an essay – comprehension, application
2. will use prewriting to plan the essay –
application, analysis
3. will access a web site to copy and paste an
image into a document – application, synthesis
4. will compose an essay using correct grammar
and language mechanics – synthesis, evaluation
5. will create a table and insert data-
application, synthesis
6. will
peer evaluate the reports - evaluation
Assistive
Technology and Diverse Learners
1. All students will have access to 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 topics for
the paragraphs. They will report back to
the large group on a list of topics and create a master list from which to
choose the topics of their essays. The
mentee will provide one-on-one assistance in the lab, reinforcing the skills
the students need to learn. 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 essay with attached picture and table.
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 photos they brought me of their pets. (I scanned the pictures and placed them on a
web page.) They will use the computer
lab to type their papers and to create a table.
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
advantages and then individually in the computer lab. They will have specific instructions for each
aspect of the project and I and the mentee teacher 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:
Word, Kurzweil, printer,
Internet, paper, web page (created by me)
Assessment:
Portfolio, demonstration,
self-assessment, peer assessment, checklist, rubric, process and product
Informal: discussion, demonstration of
collaboration skills, demonstration of ability to copy and paste an image to a
document, demonstration of ability to create a table
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.
4 Equipment and
software functioned properly.
4 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 and the teacher
loved the lesson and were absolutely delighted to see the pictures of their
pets on the Internet and to print out their documents with their pets’ pictures
on them. The students learned about the
advantages of owning a pet and how to organize the various parts of their
essays, and they learned how to use technology to illustrate and word-process
the document. Also, they learned how to
create a table and how to insert data.
They learned about the power of a table to quickly organize and read
data. I videotaped the class, showing their pleasure with the experience; I
also posted a sample of the student’s work.
There are a few changes I would make if I could do this mentoring
experience again. First, I would start
off with a simpler table. For
first-timers, a table with no more than 6 columns would be appropriate. I would not assume that the mentee’s computer
operates just like mine and I would take the time to make sure that I would not
experience any computer glitches. The
students and the teacher had great fun
with the technology and the students created a product they are proud of. I and the mentee achieved our goals.
_________________________________Date ___April 27, 2003_____________________
Participant Signature
_________________________________
Date____April 27, 2003_______________________
Coach
Signature