Content & Cognitive Goals

Thinking Skills

Content Knowledge & Concepts

Content Skills & Concepts

Technology Knowledge

& Concepts

Technology Skills & Concepts

Student

Practice brainstorming, consideration, decision making, and then checking for validity.

Practice these skills in cooperative group.

Develop deeper understanding and application of the concept of figurative language.

Will practice reading and considering writer’s tools in an objective way in an effort to gain a higher level understanding of the text.

Will gain experience using software to produce an original piece that is part of a collaborative effort.

Will gain experience using software creatively by experimenting with layout options of font, color, inserting images, changing images, and deciding on an overall product to fit into the collaborative book.

Teacher

Utilize skills of questioning, guiding and encouraging autonomy as students develop sentence.

Draw upon writer’s devices for interpretive language in writing and communicate the essence of the meaning in a way a 10 year old child understands

Prepare technology sequence that will result in a finished product as defined. Monitor students and troubleshoot on equipment. Enlist assistance and support throughout from technology support person to assure success for student project.

Mentor

Apply positive mentoring strategies to allow teacher to communicate freely and build an excellent lesson easily.

Gain knowledge of the content and learning strategies teacher uses successfully to incorporate strengths into bridging the technology use smoothly.

Know teacher’s affective concerns. Take notes and follow-up in a timely manner with technology support and helps as needed.

Be ‘on call’ during initial implementation of the lesson to help teacher as needed for student success.

Prior Knowledge

Curricular Connections

Possible Confusion

Theories & Factors

Content

Students will be familiar with dissecting a reading passage. Students will have practice identifying and explaining figurative language. Students will understand the nuances of language and the depth word play can have on meaning.

Prior and future language experience and understanding depends upon a growing understanding of writer’s tools. These skills are inextricable from the scaffolding nature of thinking skill and interpretive skill acquisition.

Student IEP’s and Tier levels affect the degree of mastery required by each student. Teacher is knowledgeable of individual student abilities and expected participation. Teacher monitors and provides helps per IEP.

This lesson employs activities from student-centered learning models. This lesson employs ideas of scaffolding of learning concepts that allow students to grow by building on prior learning and providing support and concepts to allow for future learning.

Technology

Students will be able to navigate in a MS Windows environment.

Students will understand basic terminology of desktop publishing such as text box, font, insert, picture, layout, save, print, etc.

Teacher understands nature of technology TEKS to be an experiential model and mastery level criteria is not applicable. The goal is for students to use technology to support their content experience, not to demonstrate mastery of technology for technology sake.

Student IEP’s and assistive devices identified need will be provided for. This isn’t a confusion as much as it is a concern that needs are correctly identified and provided for before the lesson.

The basic understanding of educators and this lesson is that all students can learn, all students learn in their own way, and the job of an educator is to provide parameters, a positive environment, helps as needed, and support as needed, always keeping cognitive growth of the child as the goal.

Prior to this Lesson

Content

Technology

Teacher

Students decide on the figurative language sentence and possible illustration. Written sample will be brought to this lesson.

Using knowledge of Tier level of students in the class, samples will be indicative of the ability and decisions of the students.

Supports for technology are ready to include click-by-click lesson guide, a help sheet with basic tech helps, and peer tutoring has been established as a resource.

Student

Students can work in cooperative groups or by themselves to develop their sentence. Teacher oversees the development of each sentence as they become part of an anthology.

Students own their own sentence, thus it is a source of pride and anticipation as they begin this lesson. The sentence has been edited and met criteria established.

Lesson is open-ended to allow student creativity and tech skills to be challenged and advanced. Students can use multiple programs to complete the project if desired (ie. graphics).

Concern

Consideration

Bloom’s Taxonomy What levels and how engaging?

·  Creating the sentence and editing: application, synthesis, and evaluation

·  Making the page in desktop publishing: knowledge, application, analysis, synthesis and evaluation

Accessibility and Diverse Learners

·  IEP considerations of students are embedded in the level of helps and the assessment rubric

·  Classroom arrangement, student seating, time allotted, and sequence of lesson and reteaching are embedded in the lesson to accommodate Tier students and especially honor IEP’s of the students.

Modifications

Assistive Tech

·  Teacher will provide mentor with assistive needs and will address student seating prior to the lesson.

Domain

Teacher behavior or action

Goal or reason

Avoid

Classroom Environment

·          Room Arrangement

• Seating

• Peer Interaction

• Teacher Interaction

1^st priority: as much as possible I see all screens

Place students so I can discreetly ask others if all ok

It is much easier to eliminate ability to be sneaky than to stop it

Initially, students sit as they choose

I change as needed

Earn independence

Natural consequences

Allowing clicks to form that exclude a student

Try to speak to each child each day in a positive manner

Build trust between me and student, build trust between students

Getting too busy to acknowledge students, they notice and respond well

Routines

• Entering the room

I am at the door-from the moment they enter until they leave, calm, reasonably quiet, and respectful behavior is the norm

Students need to feel safe, both physically and emotionally

I talk a lot about trust to the students, trust in intent and trust in actions

If I intimidate a student, we have lost learning ground

Playing power games. Some students don’t live in a trusting environment, perhaps they can learn it at school

• During Class

Proximity: I am physically near their working environment

I encourage verbally and nonverbally

While working, often they mutter a question as they hit a snag, I can gently guide by helping or asking someone near to take a look

Allowing frustration to build where students make a scene

I will stop them, gather the group, make a few points, and send them back to the task

Maintain a working dialogue during the lesson, allow students to verbalize quietly

Allowing dialogue to get off task, students love to disrupt and get attention. In middle school, negative attention is just fine with them

Encourage discussion of topic, learning, and thoughts about it.

Low key intellectual discussion is good modeling for all students

Allowing ANY comment by ANY student that thwarts the attempt of the dialogue

• Leaving Class

Wrap up lesson, check work area, check neighbors work area, all ok?

Students learn habit of cleaning up and assessing her space

Allowing the bell to dismiss students

Dismissing by the row that has the best behavior

Students learn to respond to social cues

Allowing the social setting to become competitive or mean-spirited

I am at the door and students hand me their checklist to show what they completed and list any problems encountered

By making daily notes on a checklist, the student knows where to start when they return, they learn to be cognizant of their school work

Allowing sloppy or incomplete work records as this becomes a source of personal pride for the student 

Next class does not enter until current class has exited

Model social manners and awareness

Allowing

Lesson Planning Details

• 15 minute cycles

• Teacher Role

• Proximity to students

• Teacher Attention

Students begin work with daily update: spending chart, weather recording, etc

Learn habit of working from bell to bell, and it is fun to be busy and on task

Cutting this time too short. Allow discussion between students about the data they are recording

Travel the room handing out student checklists

I  can speak to each child personally at this time, make it positive and work oriented

Cutting this short, listen to the child respond

Monitor the students

While students work, I may work on a project near them, I may be helping or listening to a peer help, they know I am tuned in

Allowing off-topic discussions or comments, do redirect conversations

Allowing unsupervised work periods as it is easier to avoid the environment of cheating than fixing it

Make positive observations on work attempts

Pointing out mistakes so others can hear, some students are very sensitive and emotionally shut down

Check completed work before printing or saving to grading location. Have grading drive destination projected on the wall and comment on each entry

Gives students a moment of celebration when finished. Slows attempts at cheating for fear of a public reprimand and ‘being found out’

Creating environment for cheating by personalizing assignments and knowing and responding to students’ challenges

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?

Type response here.