Sue Ann Simpson

1001 Mentoring Field Experience

Teacher Name: Special Education Teacher Mary Reynolds
Lesson Title: Identifying Stereotyping - To Kill A Mockingbird
Subject/Grade Level: English II - 10th Grade

Standards:

MTT Domain Competencies:

1-001 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.
1-005 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.
2-006 Demonstrates knowledge of how to communicate in different formats for diverse audiences.
2-007 Demonstrates knowledge of instructional design, development, and assessment in a technology-enhanced environment.
2-008 Knows how to implement and assess technology-enhanced instruction to meet the diverse needs and abilities of all students.
3-009 Knows how to collaborate with colleagues to facilitate the implementation of appropriate, research-based, technology enhanced instruction.
3-010 Knows how to provide professional development and support through mentoring, modeling, coaching, and consulting.

Content TEKS: 110.43. English II

1.  Writing/purposes. The student writes in a variety of forms, including business, personal, literary, and persuasive texts, for various audiences and purposes. The student is expected to: (A)  write in a variety of forms with an emphasis on persuasive forms such as logical argument and expression of opinion, personal forms such as response to literature, reflective essay, and autobiographical narrative, and literary forms such as poems, plays, and stories; (B)  write in a voice and a style appropriate to audience and purpose; and (C)  organize ideas in writing to ensure coherence, logical progression, and support for ideas.
2.  Writing/writing processes. The student uses recursive writing processes when appropriate. The student is expected to: (A)  use prewriting strategies to generate ideas, develop voice, and plan; (C)  proofread writing for appropriateness of organization, content, style, and conventions; (E)  use technology for aspects of creating, revising, editing, and publishing texts.
3.  Writing/grammar/usage/conventions/spelling. The student relies increasingly on the conventions and mechanics of written English, including the rules of usage and grammar, to write clearly and effectively. The student is expected to: (A)  produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization such as italics and ellipses; (B)  demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism; (C)  compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions; and (D)  produce error-free writing in the final draft.
(5)  Writing/evaluation. The student evaluates his/her own writing and the writings of others. The student is expected to: (A)  evaluate writing for both mechanics and content; and (B)  respond productively to peer review of his/her own work.
(6)  Reading/word identification/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to: (A)  expand vocabulary through wide reading, listening, and discussing;
(E)  use reference material such as glossary, dictionary, thesaurus, and available technology to determine precise meanings and usage;
7.  Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to: (A)  establish a purpose for reading such as to discover, interpret, and enjoy; (B)  draw upon his/her own background to provide connection with texts; (G)  draw inferences such as conclusions, generalizations, and predictions and support them with text evidence and experience
9.  Reading/culture. The student reads widely, including world literature, to increase knowledge of his/her own culture, the culture of others, and the common elements across cultures. The student is expected to: (A)  recognize distinctive and shared characteristics of cultures through reading; and (B)  compare text events with his/her own and other readers' experiences.

Content and Cognitive Goals

Student Goals:

1) Define and identify stereotyping in today's society.
2) Understand the impact stereotyping has on individuals and groups.

Teacher Goals:

1) Feel confident in creating student centered lessons that promote higher level thinking skills in diverse learners through the use of technology integration.
2) Use strategies that address classroom management skills

Mentor Goals:

1) Effectively assist teachers in integrating technology into lessons plans with leaner centered lessons appropriate in meeting needs of diverse learners.
2) Develop a cognitive questioning style that will lead to critical thinking and problem solving.

Learning Connections

Students will work in groups of two or three to brainstorm define “stereotyping”. They will each then research definitions of the word. Students will regroup to develop a technical definition of the word. Each student will then research to gather information and three examples of various individuals or groups that often fall victim to stereotyping. Groups will then create a PowerPoint presentation to demonstrate knowledge and understanding of stereotyping as it relates to everyday life. As a group, they will share the presentation with the class. After a discussion of the negative effects of stereotyping, each student will individually will write an essay relating negative effects of stereotyping to personal experiences. Curriculum connections are made by the attention spent on language arts, writing, and technology application skills

Procedures for Learning Activities/Tasks

Address Bloom's Taxonomy

1. Instructor will introduce stereotyping as it relates to the characters in To Kill A Mockingbird and begin class discussion.
(Bloom's: knowledge, application)
2. Students will observe, listen, and ask questions. (Bloom's: knowledge, application)
3. Instructor will divide students in to groups of 2 or 3.
4. Students will brainstorm to develop their own definition of stereotyping and record it on paper or in a word document.
(Bloom's: knowledge, application)
5. Students will individually research Internet resources to locate a reliable definition of stereotyping and record it.
(Bloom's: comprehension, application)
6. Students will return to their groups and in discussion compare the researched definition to the group definition.
(Bloom's: comprehension, application)
7. Instructor will discuss how stereotyping affects individuals and groups today.
8. Students will ask questions and interject comments. (Bloom's: comprehension)
9. Students will individually use Internet research skills to locate and save images reflecting examples of individuals or groups which are victims of stereotyping today. (Bloom's: comprehension, application)
10. Students will create a multi-media presentation using images illustrating understanding of stereotyping and how it affects society. Students will present presentation to class.(Bloom's: application, synthesis)
11. Write an essay relating negative effects of stereotyping to personal experiences. (Bloom's: application, synthesis, evaluation)

Assistive and Diverse Learners

1. Meet with technology teacher prior to beginning of project. Include special education teacher if lesson is shared with regular education teacher(s).
2. Determine assistive technologies and modifications needed for individual learners.
3. Implement modifications, strategies, and technologies into lessons and projects.

Teaching/Instructional Strategy:

Instructional group 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.

The instructor will begin the lesson with discussion of the assigned chapters of To Kill A Mockingbird. The teacher will ask questions to evaluate the current level of understanding. Group members will work together to brainstorm, gather information, and create a presentation to demonstrate knowledge of stereotyping as it relates to the characters in the book as well as in everyday life. As a group, they will share the presentation with the class. Students will be accountable individually and as a group. Instructor will be the facilitator. She will lead the discussion, ask questions, assist student in the planning, gathering information, and development of the project.  She will monitor and guide students to assure the timeline is being followed. She will assure students remain on task through the lesson and evaluate the final project.

The class size is small, around 15 students allowing for individual monitoring and assistance. Each student will have an IEP and the lesson / assignment will be adapted accordingly. The use of technology will assist the students in spelling and grammar checks.

Student Work Samples:

The students will create a multimedia presentation including researched information and images. The students will also produce an essay with correct format and style in Microsoft Word.

Technology Connection:

Students will be using classroom, lab, or laptop computers to access the Internet, research topic, create multimedia presentations and write an essay. Software to be used includes MS Word and MS PowerPoint. Scanning images may be an alternative to researching the Internet. Students will present to the class through the projector. Magnifying software with reading capabilities or other text reading software will be used to meet the IEP of the visually impaired.

Technology Management Strategy:

Students will work in the lab with access to 30 computers or access laptop computers through use of the laptop cart. The instructor will reserve the lab or laptop cart several weeks in advance to assure access. She will also create a seating arrangement conducive to individual and group learning. If either cart or lab is unavailable, students would alternately use four computers in the classroom with a rotation plan designed by the teacher. Students will work in teams of 2 or 3 and individually. Students will have access to a printer at all times.

Materials:

Assessments:

Informal: Monitoring, questioning, observations

Formal: Project rubric, team collaboration rubric, student essay

Reflection:

Please rate the following indicators using a scale of 1-5.

(1=Poor, 5= Excellent, NA if not applicable)

_____ Technology instruction was effective and students/educators achieved curricular goals.
_____ Technology instruction was effective and students/educators or I achieved targeted goals.
_____ Technology instruction was effective and I achieved my professional goals.
_____ Students/educators were motivated by the use of technology.
_____ Technology was critical to the success of this lesson.
_____ Varying abilities of students/educators was supported through the use of the technology.
_____ Equipment was sufficient for the number of students/educators completing the activity.
_____ Equipment and software functioned properly.
_____ Overall rating of lesson.

Reflection Time:

Use the following questions to reflect on your lesson:

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?

Participant Signature

Date: July 16, 2007

Coach Signature

Date: July 16, 2007

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