Lesson Plan
Teacher Name: Misti
Necessary
Lesson Title: Learning
Sounds A-E
Subject(s) and Grade Level: Reading, 1st
Standards: TA TEKS
I.
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.
II.
Knows and applies basic strategies and techniques for using graphics and
animation.
III.
Knows and applies basic strategies and techniques related to Web site
mastering.
IV.
Knows and applies basic strategies and techniques for using digital video
technology.
V.
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.
VI.
Demonstrates knowledge of how to communicate in different formats for diverse
audiences.
VII.
Demonstrates knowledge of instructional design, development, and assessment in
a technology-enhanced environment.
VIII.
Knows how to implement and assess technology-enhanced instruction to meet the
diverse needs and abilities of all students.
IX.
Knows how to collaborate with colleagues to facilitate the implementation of
appropriate, research-based, technology enhanced instruction.
X.
Knows how to provide professional development and support through mentoring,
modeling, coaching, and consulting.
Content TEKS: §110.3.
English Language Arts and Reading, Grade 1
(1)
In Grade 1, students continue to develop their oral language and communication
skills and move to becoming independent readers and writers. First grade
students listen attentively and connect their experiences and ideas with
information and ideas presented in print. Students listen and respond to a wide
variety of children's literature, including selections from classic and
contemporary works. The stories and informational books students hear introduce
them to new vocabulary. Students recognize the distinguishing features of
stories, poems, and informational texts. First grade students continue to
develop their concepts of how print connects with spoken language. Students
understand that spoken language is composed of sequences of sounds and that
those sounds are represented by letters. Students can name the letters and know
the order of the alphabet and associate sounds with the letter or letters that
represent them. Students learn most of the common letter-sound correspondences
and use this knowledge to help them decode written words. First grade students
regularly read (both orally and silently) in texts of appropriate difficulty
with fluency and understanding. Students demonstrate their comprehension by
asking and answering questions, retelling stories, predicting outcomes, and
making and explaining inferences. First grade students become adept writers.
Students know the difference between words, sentences, and paragraphs. First
grade students can organize their thoughts and ideas into complete stories or
reports. Students use subjects and verbs and are able to write complete
sentences using basic capitalization and punctuation. First grade students
become more proficient spellers as they learn to spell a number of
high-frequency words and words with regularly spelled patterns. The students'
messages move from left-to-right and from top-to-bottom and are written with
increasing control of penmanship.
(1.1)Listening/speaking/purposes. The
student listens attentively and engages actively in a variety of oral language
experiences.
(A)determine
the purpose(s) for listening such as to get information, to solve problems, and
to enjoy and appreciate (K-3);
(B)respond
appropriately and courteously to directions and questions (K-3);
(C)participate
in rhymes, songs, conversations, and discussions (K-3);
(D)listen
critically to interpret and evaluate (K-3);
(E)listen
responsively to stories and other texts read aloud, including selections from
classic and contemporary works (K-3)
(1.4)Listening/speaking/communication.
The student communicates clearly by putting thoughts and feelings into spoken
words.
(A)learn
the vocabulary of school such as numbers, shapes, colors, directions, and
categories (K-1);
(B)use
vocabulary to describe clearly ideas, feelings, and experiences (K-3);
(C)clarify
and support spoken messages using appropriate props such as objects, pictures,
and charts (K-3); and
(1.5)Reading/print
awareness. The student demonstrates knowledge of concepts of print.
(D)know
the difference between individual letters and printed words (K-1);
(E)know
the order of the alphabet
Standards: §126.2. Technology Applications,
Kindergarten-Grade 2.
(b) Knowledge and skills.
(1) Foundations. The student demonstrates knowledge and
appropriate use of hardware components, software programs, and their
connections.
The student is expected to:
(B) start and exit programs as well
as create, name, and save files; and
© use networking terminology such as
online, network, or password and access remote equipment on a network such as a printer.
(2) Foundations. The student uses
data input skills appropriate to the task.
(B) use proper keyboarding techniques such as
correct hand and body positions and smooth ant rhythmic keystroke patterns as
grade-level appropriate;
MTT
Domain-Competencies
© cemonstrate touch keyboarding
techniques for operating the alphabetic, numeric, punctuation, and symbol keys
as grade-level appropriate;
(D) produce documents at the
keyboard, proofread, and correct errors; and
(3) Foundations. The student
complies with the laws and examines the issues regarding the use of technology
in society.
(A) follow acceptable use policies
when using computers; and’
(B) model respect of intellectual
property by not illegally coying software or another individual’s electronic
work.
(7) Solving problems. The student
uses appropriate computer-based productivity
tools to create and modify solutions to problems.
(A) use software probrams with audio,
video, and graphics to enhance learning experiences; and
(11) Communication. The student
delivers the product electronically in a variety of media, with appropriate
supervision.
(A) publish information in a variety
of media including, but not limited to, printed copy or monitor display; and
Content and Cognitive Goals:
Target Goals:
Student
1. Assimilate information from Infocus
illustrating objects that have beginning sounds: A-E.
2. Use HyperStudio and associate photos of
objects that begin with a specified sound.
3. Complete a jigsaw puzzle in HyperStudio.
Teacher
4. Develop
autonomy in the process of creating student-centered instruction.
5.
Set objectives and procedures for module, incorporating technology ofr
enhancement.
6.
Addrerss the needs of diverse learners.
Instructor Goals:
7.
Ask pertinent and leadingquestions to help clarify teacher goals and
procedures.
8.
Evaluate effective coaching/mentoring strategies.
______________________________________________________________
Learning Connections: The learner is a first-grade teacher who will be integrating
technology into her reading lesson by introducing a review unit at the first of
school utilizing the Infocus projector to illustrate objects which begin with
the sounds “A-E”; followed by a student participation on HyperStudio.
Procedures for Learning Activities/Tasks: (Please number each procedure.)
Address Bloom’s Taxonomy
Student goals:
1. Assimilate information from Infocus
illustrating objects that have beginning sounds: A-E. (Cognitive,comprehension)
2. Use HyperStudio and associate photos of
objects that begin with a specified sound. (Complex Thinking)
3. Complete a jigsaw puzzle using
HyperStudio. (Cognitive, application)
Teacher Goals:
4. Develop autonomy in the process of creating
student-centered instruction. (Cognitive, comprehension, synthesis,
application)
·
Did
the students remember how to open HyperStudio?
·
Did
the students follow the instructions for
·
Playing
the matching game?
·
Could
the students manipulate the equipment in a timely manner to complete the
matching operations?
5. Set objectives and procedures for module,
incorporating technology for enhancement. (Cognitive , synthesis)
·
What
do you want the students to learn in this lesson?
·
What
tasks (steps) have been involved in planning this lesson?
·
What
software and hardware will be used?
·
What
logistical preparations will need to be made?
·
Do
you have a prescribed computer lab time?
·
Is
there an aide in the lab to help you?
·
Is
HyperStudio developmentally appropriate for 1st graders?
·
Do
the students know the software already?
·
How
does the puzzle work?
·
Will
the same images in the initial presentation be used in the puzzle for
reinforcement?
6. Address the needs of diverse learners.
(Cognitive, application)
·
How
do you handle the ADHD child if he gets unruly?
·
How
do you manage several students with diverse learning situations in the same
class?
·
How
can the diverse learners be accommodated in this lesson?
·
Do
you have students with AT provided in their IEP?
Professional goals:
7. Ask pertinent and leading questions to
help clarify teacher goals and procedures. (Cognitive, synthesis,
application)
·
Did
teacher understand my communication clearly in discussions, and by phone?
·
Do
we need to meet more often?
·
Does
the teacher feel comfortable asking questions, sharing ideas?
·
What
do I need to do to help the teacher be successful?
·
Did
I listen patiently without interrupting?
8. Evaluate effective coaching/mentoring
strategies. (Cognitive, analysis)
·
After
looking at the lesson, is there anything else I can do to help you?
·
What
are some mentoring strategies that I might incorporate that I failed to use?
Assistive and Diverse Learners
After discussing the two students in Misti
Necessary’s room which have ADHD and Sensory Integration Disorder, it was
decided to isolate the latter and put Velcro under her desk (after the initial
power point presentation). The student with ADHD will be a teacher helper.
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.
Cooperative
Learning, Discussion, Inquiry, Questioning, and Demonstration
Student Work Samples:
Authentic
digital images, scanned images, video clips, audio clips, multimedia, charts,
graphs, web pages
Power
Point presentation.
Technology Connection:
Developmentally
appropriate hardware,
software, peripherals, classroom technology arrangement, software customized to
support diverse needs, adaptive/assistive technology to support special needs
HyperStudio, previously
created Power Point presentation, Infocus/Teacher Laptop, 20 student
computers/w network hook-up, printer.
Technology Management Strategy:
Teacher reserves computer lab, 2 weeks
out. Teacher creates Power Point presentation illustrating objects that begin
with “A-E”. Teacher checks synchronization of her laptop and Infocus. Teacher
creates matching game in HyperStudio. Teacher practices setting up, turning on
computers with the goal of developing comfort in using the lab.
Materials
Paper for printer.
Assessment:
Portfolio,
demonstration, self-assessment, peer assessment, checklist, rubric, process and
product
Informal: Oservation
of student comprehension of sounds through body language and responses; Student
performance on computers.
Formal: I
have provided a rubric to assess their mastry of the sounds. The puzzle and
matching game will be graded for accuracy.
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? Yes. Misti was very receptive to working
on a lesson, implementing technoloty into the
Student-centered
application.
In what
ways was the lesson effective? The lesson helped Misti
Necessary get focused and organized. But, it probably
Helped
me more than Misti. The process certainly helped me learn procedures in mentoring.
What
evidence do you have for your conclusion? I see evidence in the
responses I can now make to questions concerning
Mentoring
scenarios. The jargon is becoming familiar to me. Also, Misti’s lesson is all
related back to the reinforcement of
Learning
the sounds A-E.
How
would you change this lesson for teaching it again? I would
not change the lesson.
Did
your students/educators find the lesson meaningful? Misti Necessary expressed to me
that she thoroughly enjoyed working in the mentoring-mentee process and that it
certainly aided her in preparation and organization.
Did the
lesson motivate your students/educators to “go beyond” what was required Although Misti is an
exceptional young teacher, I do think she made her lesson a little more
detailed because we were working together.
Did you
achieve your goals met/in progress in the required criteria? I feel
that my goals were met for as we met for our recorded conference, I felt
comfortable, and found that I included everything in the session that I had
wanted to cover. Actually, I was a bit nervous before we started, but as we
proceeded, I felt confident and at ease, as I feel that Misti did.
_____________ _ Date_______7-10-2004___________________________
Participant Signature
_____________________________________ Date________7-10-2004__________________________
Coach
Signature