HDD 7914 Curriculum Teaching and TechnologyNiekisha Gordon

Assignment 5 Emerging Technology Lesson PlanDr. Al Mizell

Date Due: August 7, 2011Date Submitted: July 31, 2011

Assignment 5 Emerging Technology Lesson Plan

Abstract

The purpose of this assignment is to prepare a lesson plan that the writer could teachintegrating the technology in the goal cell of Assignment 4 following each step of theASSURE model. This lesson plan follows the Assure Lesson Template found on page 89in the Smaldino, Lowther, and Russell (2012) text. The Technology Integration Matrix(TIM), is a developmental template used to assist instructors in integrating technologyinto the curriculum. The technology integration in this classroom has progressed from theConstructive Adoption level (C2) to the Goal Directed Transformation (E5) level. Thelesson plan describes the process for creating a classroom blog, which is an (E5) levelactivity. Each step has been labeled to match the model. All elements of the ASSUREmodel have been followed. The writer has included all items listed in the rubric for thisassignment and believes that overall it is at a level of Excellent.

ASSURE model Lesson Plan

Instructional Situation

This lesson plan uses the ASSURE Lesson Template (Smaldino, Lowther, &

Russell, 2012, p. 89). Instruction will occur in a classroom in a Kindergarten to fifth

grade elementary school. There thirteen students and one regular education teacher

assigned to the class. Six of those students have high reading abilities and are above the

level for needing guided reading. These students participate in literature circles during

guided reading time. Students will create a classroom blog using wordpress.com to reach

multiple audiences including students in the classroom, other students in the school, and

parents. There is a Media Specialist and an Assistant Principal, both of whom are

proficient in technology and wordpress.com, who will support the use of the software in

order to create a classroom blog.

The lighting, noise, and temperature levels in the classroom are conducive to

learning. There is appropriate classroom furniture for individual and group work. There

are centers for reading, writing and mathematics. There is student work on the walls and

on the bulletin boards. There are five computers in the classroom with Internet access and

Microsoft Office software.

Analyze Learners

General characteristics. Second graders begin to read longer, more complex

texts, including chapter books. Writing becomes more independent for second graders,

and they become much more conscientious about editing and revising their work. They

engage in a variety of language and literary activities as they gain independence and

mastery of reading, writing, speaking, and listening (Georgia Performance Standards,

2008). There are six students in the second grade classroom that are all high reading

ability. The students are in literature circles during the class's guided reading time. These

students are African American and from low-income homes. They are fairly equally

distributed with regard to gender. They range from 6 to 8 years old. They are all reading

above grade level. There are a few behavior problems.

Entry characteristics. The second grade students are able to do the following

tasks required to complete the lesson activities:

• Click on wordpress.com shortcut

• Conduct and internet search for pictures

• Scan pictures and save in file to upload

• Take pictures with digital camera

Learning styles. The second grade students learn best when engaged in hands-on

activities that are interesting and challenging. Students vary in their learning styles with

all students benefiting from repetition of skills, hands on experiences, and visual and

auditory input. When discussing books in the literature circle, some students prefer to

write a summary, whereas others use images and captions to express what they have read.

All of the students are excited to create the blog and appear motivated to start, share, and

complete the project.

State Standards and Objectives in Pennsylvania

Curriculum Standards. This lesson plan specifically addresses several of the

Georgia Performance standards (Georgia Performance Standards, 2008) for education in

both the writing and reading areas. The standards are:

• ELA2R4 The student uses a variety of strategies to gain meaning from

grade-level text. The student

o e. Summarizes text content.

o h. Makes connections between texts and/or personal experiences.

o i. Identifies and infers main idea and supporting details.

o j. Self-monitors comprehension and attempts to clarify meaning

(GPS, 2008).

• ELA2W1 The student begins to demonstrate competency in the writing

process. The student

o a. Writes text of a length appropriate to address a topic and tell the

story.

o f. Begins to write a response to literature that demonstrates

understanding of the text and expresses and supports an opinion.

o i. Uses planning ideas to produce a rough draft (GPS, 2008).

o r. Uses appropriate capitalization and punctuation (periods,

question and exclamation marks) at the end of sentences (declarative,

interrogative, and exclamatory; simple and compound).

o t. Uses a variety of resources (encyclopedia, Internet, books) to

research and share information on a topic (Georgia Performance

Standards, 2008).

Technology Standards. National Educational Technology Standards for Students

(International Society for Technology in Education, 2007)

• 1 .A- Creativity and Innovation: apply existing knowledge to generate new

ideas, products, or processes

• 1. B- Creativity and Innovation: create original works as a means of

personal or group expression

• 2. A- Communication and Collaboration: interact, collaborate, and publish

with peers, experts, or others employing a variety of digital environments

and media

• 2. B- Communication and Collaboration: communicate information and

ideas effectively to multiple audiences using a variety of media and

formats (ISTE, 2007)

• 3. B- Research and Information Fluency: locate, organize, analyze,

evaluate, synthesize, and ethically use information from a variety of

sources.

• 4. B- Critical Thinking, Problem Solving, and Decision Making, plan and

manage activities to develop a solution or complete a project

• 5. B- Digital Citizenship: exhibit a positive attitude toward using

technology that supports collaboration, learning, and productivity

• 6. B- Technology Operations and Concepts: select and use applications

effectively and productively (ISTE, 2007)

Learning Objectives.

• The students will read assigned chapter books and summarize the main

idea of each chapter on their blog post.

• The students will respond to two peers' posts regarding the content and/or

images posted.

• The students will select images from the internet, digital camera files, or

create their own to go with each blog entry.

• The students will make a text to self connection with each book in the

reading list.

Select Strategies, Technology, Media, and Materials

Select Strategies. The students will create a classroom blog. This activity will

occur over a ten-month period. Students will review age appropriate blogs. Students will

work within small groups with the teacher, media specialist, and assistant principal to

learn wordpress.com in order to produce a blog. Students will conduct a search using

computers with Internet capabilities.

Select Technology and Media. This lesson involves student use of Internet-

connected computers, a blog at wordpress.com, an email address, an internet browser to

locate pictures that are relevant to stories, and word processing tools to write rough

drafts. Students might also need access to a digital camera and a scanner to copy paper-

based photos.

Select Materials. Ms. Gordon chose wordpress.com for the blog because it is

user friendly and it allows the students to contribute information and images needed to

achieve the learning objectives. She met with the media specialist to create a preselected

example of blogs that provide grade appropriate entries. She also found a list of sites that

contained free pictures and clipart.

Utilize Technology, Media, and Materials

Preview the Technology, Media, and Materials. Ms. Gordon previews the blog

and an online bookmarking site to list relevant internet sources for each chapter book the

group will read.

8

Prepare the Technology, Media, and Materials. Ms. Gordon prepares the

lesson instructions and rubrics for the blogs. The wordpress.com link and a link

containing a list of books the group will read are added to the class webpage.

Prepare the Environment. Ms. Gordon checks the classroom computers and the

school laptop to ensure the internet connections are functional and that the Microsoft

Office software is loaded on all machines. She retrieves the classroom set of books the

students will read and sets out the instruction sheets and rubrics.

Prepare the Learners. Ms. Gordon provides a brief overview of reading for

understanding to provide a context for writing blog entries on reading books. She also

asks the students to share their favorite books or stories with her and tell why they are

their favorite.

Provide the Learning Experience. Ms. Gordon began the class by reading a

short story and typing on the Promethean Board her thoughts about the selection. Ms.

Gordon presents the classroom blog and explains how the lesson activities are structured.

Require Learner Participation

Student Practice Activities. The students in Ms. Gordon's class use computers,

the internet, digital cameras, scanners, and Microsoft office to complete their blog entries.

The students can read the chapters in groups, with partners, or individually. Students then

use word to write rough drafts of blog entries and upload, copy and paste, or scan images

associated with the chapter. The activity allows the students to edit their writing and

enhance their reading comprehension skills. The students then copy and paste their word

document into the blog or type their edited comments directly into the blog and upload

their image

Feedback. Ms. Gordon, the media specialist, and the assistant principal provide

ongoing feedback to the students as they post blogs, respond to classmates, conduct

internet searches for pictures, scan pictures, and upload pictures. Students use rubrics to

check for all included criteria on their initial blog posts.

Evaluate and Revise

Assessment of Learner Achievement. Ms. Gordon, the media specialist, and the

assistant principal use a rubric to assess each student's blog entry. The rubric assesses

demonstration of content knowledge, as seen in the students' written content and their

technology skills.

Evaluation of Strategies, Technology, and Media. Ms. Gordon, the media

specialist, and the assistant principal evaluate the strategies, technology, and media.

Evaluation of the lesson strategies involves reviewing the student's blog entries to

determine the degree to which the have met the learning objectives. They also engage in

continuous communication with the students to learn what is working and identify areas

of needed improvement.

Revision. Ms. Gordon, the media specialist, and the assistant principal review the

information collected from evaluation of the lesson strategies, technology, and media.

The evaluation shows that the classroom blog was an excellent source for students to post

their comments about the chapters and books they were reading. However, students

struggled with responding with appropriate comments to their peers. Ms. Gordon revised

the lesson to include a review and practice for providing appropriate feedback and

responses.

10

References

Georgia Preformance Standards. (2008). Grade 2: English language arts and reading.Retrieved July 31, 2011, fromhttps://www.georgiastandards.org/standards/Georgia%20Performance%20Standards/Grade-Two-GPS.pdf

International Society for Technology in Eduaction. (2007). Retrieved July 31, 2011, fromhttp://www.iste.org/Libraries/PDFs/NETS_for_Student_2007_EN.sflb.ashx

Smaldino, S., Lowther, D., & Russell, J. (2008). Instructional technology and media forlearning (tenth ed.). Boston, MA: Pearson.

Technology Integration Matrix. (2009). Retrieved July 19, 2011, fromhttp://fcit.usf.edu/matrix/

1 1

Appendix A

Rubistar: Student Blog Entry Rubric

6+1 Trait Writing Model: Kidblog

CATEGORYFocus on Topic(Content)

Capitalization &Punctuation(Conventions)

Commitment(Voice)

4 - ExcellentThere is one clear,well-focused topic.Main idea standsout and issupported bydetailedinformation.

Writer makes noerrors incapitalization orpunctuation, so thepaper isexceptionally easyto read.

The writersuccessfully usesseveralreasons/appeals totry to show why thereader should careor want to knowmore about thetopic.

3- GoodMain idea is clearbut the supportinginformation isgeneral.

Writer makes 1 or 2errors incapitalization orpunctuation, but thepaper is still easy toread.

The writersuccessfully usesone or tworeasons/appeals totry to show why thereader should careor want to knowmore about thetopic.

2- FairMain idea issomewhat clearbut there is aneed for moresupportinginformation.

Writer makes afew errors incapitalizationand/orpunctuation thatcatch the reader'sattention andinterrupt the flow.

The writerattempts to makethe reader careabout the topic,but is not reallysuccessful.

1-Needs Improvement

The main idea is not clear.There is a seeminglyrandom collection ofinformation.

Writer makes severalerrors in capitalizationand/or punctuation thatcatch the reader'sattention and greatlyinterrupt the flow.

The writer made noattempt to make the readercare about the topic.

Retrieved July 31, 2011 fromhttp://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1857261&

12

Rubric ID: 1436189

Appendix B

Rubistar: Student Blog Entry Assessment Rubric

6+1 Trait Writing Model: Weblogs

CATEGORY

Focus on Topic(Content)

There is one clear,well-focused topic.Main idea stands outand is supported bydetailed information.

Main idea is clear but Main idea isthe supporting somewhat clear butinformation is there is a need forgeneral. more supporting

information.

1

The main idea is notclear. There is aseemingly randomcollection ofinformation.

Support forTopic (Content)

Relevant, telling,quality details givethe reader importantinformation that goesbeyond the obviousor predictable.

AddingPersonality(Voice)

Flow & Rhythm(SentenceFluency)

Word Choice

The writer seems tobe writing fromknowledge orexperience. Theauthor has taken theideas and madethem "his own."

Supporting detailsand information arerelevant, but one keyissue or portion ofthe storyline isunsupported.

Supporting detailsand information arerelevant, but severalkey issues orportions of thestoryline areunsupported.

The writer seems tobe drawing onknowledge orexperience, but thereis some lack ofownership of thetopic.

The writer relatessome of his ownknowledge orexperience, but itadds nothing to thediscussion of thetopic.

All sentences sound Almost all sentencesnatural and areeasy-on-the-earwhen read aloud.Each sentence isclear and has an

sound natural andare easy-on-the-earwhen read aloud, but1 or 2 are stiff andawkward or difficult

Supporting detailsand information aretypically unclear ornot related to thetopic.

obvious emphasis, to understand.

Writer uses vividwords and phrasesthat linger or drawpictures in thereader's mind, andthe choice andplacement of thewords seemsaccurate, naturaland not forced.

Writer uses vividwords and phrasesthat linger or drawpictures in thereader's mind, butoccasionally thewords are usedinaccurately or seemoverdone.

Most sentencessound natural andare easy-on-the-earwhen read aloud, butseveral are stiff andawkward or aredifficult tounderstand.

Writer uses wordsthat communicateclearly, but thewriting lacks variety,punch or flair.

The writer has nottried to transform theinformation in apersonal way. Theideas and the waythey are expressedseem to belong tosomeone else.

The sentences aredifficult to read aloudbecause they soundawkward, aredistractinglyrepetitive, or difficultto understand.

Writer uses a limitedvocabulary that doesnot communicatestrongly or capturethe reader's interest.Jargon or clichesmay be present anddetract from themeaning.

Retrieved July 31, 2011 fromhttp://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id:=1436189&