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Lesson Plan
Teacher Name: Claudia
Rose with Mentor Jayne Germany
Lesson Title: Analyzing Elements of Short Story
Subject(s) and Grade
Level: Reading Sixth Grade
Standards:
MTT
Domain-Competencies
DOMAIN 1-001: DIGITAL
TECHNOLOGY KNOWLEDGE AND SKILLS
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 2-005: TECHNOLOGY-ENHANCED TEACHING AND LEARNING
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.
DOMAIN 2-006: TECHNOLOGY-ENHANCED TEACHING AND LEARNING
The Master Technology Teacher demonstrates knowledge of how
to communicate in different formats for diverse audiences.
DOMAIN 2-007: TECHNOLOGY-ENHANCED TEACHING AND LEARNING
The Master Technology Teacher demonstrates knowledge of
instructional design, development, and assessment in a technology-enhanced
environment.
DOMAIN 2-008: TECHNOLOGY-ENHANCED TEACHING AND LEARNING
The Master Technology Teacher knows how to implement and
assess technology-enhanced instruction to meet the diverse needs and abilities
of all students.
DOMAIN 3-009: COLLABORATING AND MENTORSHIPING
The Master Technology Teacher knows how to collaborate with
colleagues to facilitate the implementation of appropriate, research-based,
technology enhanced instruction.
DOMAIN 3-010: COLLABORATING AND MENTORING
The Master Technology Teacher knows how to provide
professional development and support through mentoring, modeling, coaching, and
consulting.
§126.12
(7) Solving
problems. The student uses appropriate
computer-based productivity tools to create and modify solutions to problems.
The student is expected to:
(A) plan,
create, and edit documents created with a word processor using readable fonts,
alignment, page setup, tabs, and ruler settings;
(F) differentiate
between and demonstrate the appropriate use of a variety of graphic tools found
in draw and paint applications;
(G) integrate
two or more productivity tools into a document including, but not limited to,
tables, charts and graphs, graphics from paint or draw programs, and mail merge
(12) Communication. The
student uses technology applications to facilitate evaluation of communication,
both process and product. The student is expected to:
(D) evaluate
the product for relevance to the assignment or task.
Reading Language Arts
TEKS
§110.22 (7) Reading/fluency. The student reads with fluency
and understanding in texts at appropriate difficulty levels. The student is
expected to:
(C) demonstrate
characteristics of fluent and effective readers (4-6);
(D) adjust reading rate
based on purposes for reading (4-8);
(E) read aloud in
selected texts in ways that both reflect understanding of the text and engage
the listeners (4-8); and
(F) read silently with
increasing ease for longer periods (4-8).
(12) Reading/text
structures/literary concepts. The student analyzes the characteristics of
various types of texts (genres).
The student is expected to:
(B) recognize the distinguishing features of genres, including
biography, historical fiction, informational texts, and poetry (4-8);
(D) understand and
identify literary terms such as playwright, theater, stage, act, dialogue,
analogy, and scene across a variety of literary forms (texts) (6-7);
(E) understand
literary forms by recognizing and distinguishing among such types of text
as stories, poems, myths, fables, tall
tales, limericks, plays, biographies, and autobiographies (3-7);
(F) analyze characters,
including their traits, motivations, conflicts, points of view, relationships,
and changes they undergo (4-8);
(G) recognize and
analyze story plot, setting, and problem resolution (4-8);
(H) describe how the
author's perspective or point of view affects the text (4-8);
(I) analyze
ways authors organize and present ideas such as through cause/effect, compare/contrast,
inductively, deductively,
or chronologically (6-8);
(J) recognize and
interpret literary devices such as flashback, foreshadowing, and symbolism
(6-8); and
(K) recognize how style,
tone, and mood contribute to the effect of the text (6-8).
Content and Cognitive
Goals:
At the completion of session, mentor will be able to
- Improve
my ability to help teachers make the paradigm shift from teacher centered
classrooms to student centered classrooms
- Collaborate
to create technology integration lessons that are student-centered and
appeal to different learning styles
- Aid
teachers in the process of independently
implementing technology in their classrooms
At the completion of session, classroom teacher will be able
to
- Create
a lesson that infuses higher level thinking skills
- Choose
the most effective technology tool to engage students in the lesson
objectives
- Implement
a technology integration lesson independently and successfully
- Feel
more comfortable using technology
At the completion of lesson, students will be able to
- Identify
and organize elements of short story
- Use
the elements of short story in a creative way
- View
the literary elements as a visual construct for every genre they read
- See
benefits of technology
- Perceive
ways a technology tool can be used for other learning
Learning Connections:
Jayne Germany and Claudia Rose met for two to three hours a
week for four weeks to improve Jayne’s ability to fulfill the responsibilities
of a technology mentor and Claudia’s ability to independently implement a
technology-enhanced lesson that focused on higher level thinking skills. They accomplished their purposes in two
ways: Jayne tutored Claudia in the
technical skills she needed to pass SBEC-based, district technology competency
tests, and Claudia and Jayne collaborated to create a technology enhanced unit
that focused on higher level thinking skills.
Jayne received cognitive coaching from her MTTC classmates
Sandra Hines and Jodie Ingram throughout the mentoring process.
In the
unit, students will study the elements of short stories. Since she deals with students of all reading
levels and is getting her students fresh from elementary school, she feels
the only prerequisite skill her students need to have is thee ability to
read Enlgish
They will read several stories orally and
silently, and analyze the stories through discussion and group activities. They will then complete individual practice
by completing a literary analysis web in Inspiration.
Since this unit will be taught in the first six weeks,
Claudia will integrate school rules into the learning process. She will introduce rules for locker upkeep,
and students will write a short story about a student who breaks the “Locker
Laws”, taking the paper through the writing process. When students have completed the story, they
will complete a discovery learning activity by analyzing their own short
stories. Did they leave any literary
elements out? How did this affect their
stories?
Procedures for
Learning Activities/Tasks:
Mentoring/Cognitive
Coaching
- Mentor
and Cognitive Coaches meet for a formative conference. (Knowledge,
Comprehension, Application)
- Mentor
and Cognitive Coaches meet for a pre-observation conference. (Knowledge,
Comprehension, Application, Synthesis)
- Teacher
and mentor meet to discuss Goals and to study for Word test. (Knowledge,
Comprehension, Application, Synthesis, Evaluation)
- Teacher
and mentor meet to discuss factors that affect student learning and to study
for Multimedia test. . (Knowledge, Comprehension, Application, Synthesis,
Evaluation)
- Teacher
and mentor meet to discuss strategies and to study for Internet/Email
test. . (Knowledge, Comprehension, Application, Synthesis, Evaluation)
- Teacher
and mentor meet to discuss assessment and technology tools and to study
for Operating Systems test. . (Knowledge, Comprehension, Application,
Synthesis, Evaluation)
- Cognitive
Coaches observe each other’s mentoring sessions and record pre-established
data. (Comprehension)
- Mentor
and Cognitive Coaches meet for post-observation conference. (Evaluation)
Unit/Lesson
- Students
and teacher discuss reading hints and strategies. (Knowledge,
Comprehension)
- Students
define elements of short story. (Knowledge, Comprehension)
- Students
discuss elements of short story. (Knowledge, Comprehension)
- Students
read a short story out loud and discuss the elements in the story.
(Comprehension, Application, Analysis)
- Students
read a story silently and discuss elements in small groups. (Comprehension,
Application, Analysis)
- Students
read another story silently and take notes about the elements.
(Comprehension, Application, Analysis)
- Students
create a literary analysis web in Inspiration of the story.
(Comprehension, Application, Analysis)
- Teacher
introduces Locker Laws. (Knowledge, Comprehension)
- Teacher
introduces the Locker Laws Short Story project. (Knowledge, Comprehension)
- Teacher
reviews the Writing Process. (Knowledge, Comprehension)
- Students
begin prewriting for their story. (Application, Synthesis)
- Students
draft their story. (Application, Synthesis)
- Students
revise and proofread their stories in small groups. (Application,
Synthesis)
- Students
finalize their stories. (Application, Synthesis)
- Students
analyze their own stories by creating a literary web in Inspiration.
(Application, Synthesis)
- Students
evaluate their own stories based on the analysis they created.
(Evaluation)
**Reflecting/Debriefing Discussions take place in the
“lounge” area after every activity. (Evaluation)
Assistive and Diverse
Learners
Students
with cognitive or learning disabilities, dyslexia, and hearing impairments
are the diverse learners that the teacher can expect to
have in her classes next year.
Teaching/Instructional
Strategies:
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.
Presentation, Pen and paper tasks, oral reading, silent
reading, discussion, cooperative grouping, collaboration, questioning, and reflecting
are the grouping strategies that the teacher will use throughout the unit.
The teacher has taken all types of learners into
consideration. She will appeal to visual
learners by presenting concepts in multimedia presentations. In addition, she will place the daily
concepts and tasks in Inspiration diagrams for students to view. Cooperative groups will assist reluctant
writers throughout the writing process.
Teacher-copied notes, stories on CD, large-text books, reduced pencil
and paper tasks, and extended work time are modifications that she will apply
as needed. She is also experienced in many possible assistive technologies that
her students may need next year, including microphone/receiver units for
hearing impaired students and portable word processors. An inclusion teacher will co-teach with her
in classes that have a significant number of students with disabilities. Special ed students
in her non-inclusion classes may go to content mastery to receive one-on-one
help with pencil and paper tasks.
Students who grasp concepts and finish tasks quickly become
helpers and facilitators. She uses the
strategy of peer teaching, allowing students to get help from classmates in
cooperative groups or with technology.
The teacher will implement a variety of technologies during
the unit. She will present concepts
using a presentation station in PowerPoint and Inspiration. Students will use Word to take a story through
the writing process and use Inspiration to analyze short stories.
Learning Goals and Instructional
Strategies
1. Identify and organize elements of short story
- Presentation
(teacher)
- Defining
(students)
- Oral
reading
- Silent
reading
- Discussion/
demonstration
- Individual
Practice
- Reflecting/questioning
2. Use the elements of short story in a creative way
- Presentation/discussion
- Facilitating/collaboration
- Reflecting/questioning
3. View the literary elements as a visual construct for
every genre they read
- Discussing/reflecting
4. See benefits of technology
- Discussing
5. Perceive ways a technology tool can be used for other
learning
- Discussing/reflecting
Student Work Samples:
Authentic digital images,
scanned images, video clips, audio clips, multimedia, charts, graphs, web pages
Technology
Connection:
Developmentally
appropriate hardware, software,
peripherals, classroom technology arrangement, software customized to support
diverse needs, adaptive/assistive technology to support special needs
|
Learning Goals and Instructional Strategies |
Target Technologies or Desired Tool Functions could support your planned strategies (possible assistive technologies in parentheses) |
|
1. Identify and organize elements of short story |
|
|
Presentation (teacher) |
PowerPoint and Presentation Station--computer with LCD
projector or television monitor (PPT loaded on student computer with screen magnifier for
visual impairment, microphone for hearing impairment) |
|
Defining (students) |
Textbook, pen, paper (Large print text for visual impairment, highlighted text,
Kurzweil 3000 on classroom computer with
headphones, portable word processor for learning disabled, dyslexic) |
|
Oral reading |
Textbook, stories (Microphone for hearing impairment, large print text for
visual impairment) |
|
Silent reading |
Textbook, stories (Large print text for visual impairment, Kurzweil 3000, headphones for learning disabled) |
|
Discussion/ demonstration |
Inspiration at Presentation Station (Inspiration notes loaded on student computer with screen
magnifier for visual impairment Microphone for hearing impairment) |
|
Individual Practice |
Inspiration at 30 lab computers (Diagram view appeals to learning disabled, dyslexic
students, Screen magnifier for visual impairment, Microphone for hearing impairment) |
|
Reflecting/questioning |
Paper and pen for student journaling, Lounge area (Portable word processor for learning disabilities,
dyslexia Microphone for hearing impairment) |
|
2. Use the elements of short story in a creative way |
|
|
Presentation/discussion |
PowerPoint and Presentation Station--computer with LCD
projector or television monitor (PPT loaded on student computer with screen magnifier for
visual impairment, microphone for hearing impairment) |
|
Facilitating/collaboration |
Pen and paper for all stages of writing process (Portable word processor for learning disabilities,
dyslexia Microphone for hearing impairment) |
|
Reflecting/questioning |
Paper and pen for student journaling Lounge area (Portable word processor for learning disabilities,
dyslexia microphone for hearing impairment) |
|
3. View the literary elements as a visual construct for
every genre they read |
|
|
Discussing/reflecting |
Paper and pen for student journaling Lounge area (Portable word processor for learning disabilities,
dyslexia Microphone for hearing impairment) |
|
4. See benefits of technology |
|
|
Discussing |
Paper and pen for student journaling Lounge area (Portable word processor for learning disabilities,
dyslexia microphone for hearing impairment) |
|
5. Perceive ways a technology tool can be used for other
learning |
|
|
Discussing/reflecting |
Paper and pen for student journaling Suggestion box (Portable word processor for learning disabilities,
dyslexia microphone for hearing impairment) |
Technology Management
Strategy:
The teacher
will implement several strategies to manage
student computer use. Just as she does
in any new learning environment, she has students sit boy/girl in the computer
lab to control social chatting. When
students have questions about the technology, she encourages them to ask a
neighbor. Students who grasp concepts
quickly are asked to be tech coaches, helping their peers and enriching their
own technology learning. When students are working on projects or performance
tasks, she will have them work on content first, then the “bells and
whistles.” Then everybody gets done with
the essentials, and the faster workers can add extras at the end. She will teach from the back of the room so
students have to face away from their computers to attend the lesson.
Materials:
Instructional materials:
literature book, short stories, Handouts
Hardware: 30
networked computers, printers, teacher computer with LCD projector or
presentation TV
Software:
Students:
Inspiration, Word
Teacher: Inspiration,
Word, PowerPoint
Assessment:
Portfolio, demonstration,
self-assessment, peer assessment, checklist, rubric, process and product
|
|
What? Tasks, Strategies, Instruments |
How? Processes, How often? |
Why? |
|
To enable continuous/frequent feedback between the teacher
and the students |
Informal Teacher will monitor student participation in class
discussions and oral readings, use questioning strategies to check for
understanding, confer with students individually during the writing process,
and answer questions and check for understanding often during computer lab
activities Formal Rubrics and product descriptors will be used for
student-created short story and literary diagrams. Defining activities will be graded for
accuracy. |
Discussions, questioning strategies at key points during
oral readings (every 5-10 minutes), Ask questions during concept
presentations (after every slide) Rubrics and product descriptors will be used to introduce
formal assignments and projects |
This will be a constant exchange of ideas and questioning
to ensure that students understand the workings of short stories and other
literary genres. |
|
To encourage the students to reflect on their learning
progress and achievement |
Discussions, debriefings, and reflections Self-assessment in the form of journals and literary
diagram of their own stories—Is anything lacking? |
Discussions after every story read, Journal entries every
other day Sharing stories in groups after they are written |
Self-assessments will lead to change in thought and
behavior, empower students to think for themselves, and lead to creative
problem-solving. |
|
To determine your students' learning progress and
achievement |
Short story graded according to rubric and self-assessed
by students using literary diagram, understanding of literary elements
measured by continual practice analyzing stories read in class |
A grade for every task, story is a major grade |
Practice will be done together before students are
expected to analyze stories on their own. |
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. |
NA |
Equipment
was sufficient for the number of students/educators completing
the activity. |
NA |
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?
Although the teacher has not had a chance to implement the
lesson, this mentoring experience has been incredibly worthwhile. I have learned so much and gained so many
tools to help me as I make the journey from technical teacher to skilled
technology mentor. Seeing Claudia go
from a teacher who was confident in her views against technology to one who is
confident about using technology shows me how powerful the mentoring
relationship can be. As I continue to
build more and more mentoring relationships, I hope to hone my abilities even
more. Claudia, my teacher, has left this
experience with more skills and confidence to independently implement a
technology enhanced lesson. She is now
motivated not only to implement this unit, but to infuse technology into her
daily classroom routine. We both left
this experience with an immense sense of satisfaction and accomplishment.
_____________________ Date____July
14, 2004___________
Participant Signature
_____________________ Date_____July
14, 2004__________
Coach Signature