Lesson Plan for Implementing NETSSTemplate I

(More Directed Learning Activities)

Template with guiding questions Teacher(s) Name Michael Post Position School/District E-mail Phone Grade Level(s) Content Area Title for Lesson Time line 4th Grade/GATE teacher Glen City/Santa Paula Elementary School mpost@spesd.org 805 933-8800 ext. 1027 4th Language Arts Presentation Skills A day to start and present on the next, with a lifetime to develop and enjoy.

Essential Questions (What essential question or learning are you addressing? What would students care or want to know about the topic? What are some questions to get students thinking about the topic or generate interest about the topic? What questions can you ask students to help them focus on important aspects of the topic? What background or prior knowledge will you expect students to bring to this topic and build on?) Essential Question(s) and your thoughts on the above questions: The essential question is to interact, create, share, and publish with peers with various media and technology tools. How do students make choices? Purchase ideas, foods to eat, shows to watch etc. I expect that students with access to television, radio and the internet would have experience listening to, watching, and reading information that is presented. Standards (What do you want students to know and be able to do in relation to the essential question or essential learning? What knowledge, skills, and strategies do you expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Your statement about what students should know and be able to do. (Be sure it related to your essential question/learning.):

Students will be able to create, design, share and present a media presentation using power point or Prezi in front of the classroom with oral comments. They should be able to field questions to further inform fellow students. The presentation and speaking skills will be gained as well as meeting the standards of grammar and oral speaking. Evaluation skills are useful from this project. This skill could be used for any subject that a presentation and evaluation could be useful, which in my opinion is every subject.

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Content Standards (Pick the main ones rather than giving a laundry list of all possible standards.):

Written and Oral Language Conventions- California 1.1 Use simple and compound sentences in writing and speaking. Analysis and Evaluation of Oral Media Communications 1.10 Evaluate the role of the media in focusing attention on events and in forming opinions on issues. NETS*S Standards (Pick the main ones rather than including the whole list.): ISTE: Creativity and Innovation: Using creative thinking and innovative technology the students demonstrate and develop models and simulations to explore and identify complex systems and forecast possibilities as well as they use existing knowledge to generate new ideas and creative thoughts.

Overview or Project Sketch (Give a short summary of the lesson or unit including assignment or expected or possible products. Consider whether the learning outcomes will warrant all the steps and work. This is a good time to get feedback on your ideas.) Students will use power point or Prezi to create a presentation from a story from our Macmillian/McGraw Hill anthology. They will also evaluate the presentation of others using a rubric. This activity will be the culmination project after completing the theme unit. Assessment (What will students do or produce to illustrate their learning? What can students do to generate new knowledge? How will you assess how students are progressing (formative assessment)? How will you assess what they produce or do? Who will be the audience for a digital product or presentation? How will you differentiate products/outcomes?) Students will present their efforts to the class with oral, written and visual presentation on the white board screen. The students will evaluate presentations using a teacher generated rubric. Comments will also be written in addition to the rubric to help and encourage students efforts. Students may share their work in another language with a translator to help those who need clarification. Resources (Has technology had any impact on the content area(s) related to the essential question(s)? Does the essential question suggest a final product that is part or all digital? Does the question(s) suggest a task or tasks where technology tools are used to gather, analyze, organize information or data? How does technology support student learning? What digital tools, and resourcesonline student tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etchelp elucidate or explain the content or allow students to interact with the content? What previous technology skills should students have to complete this project?) Computers, pencil, paper, anthology, workbook with recorded and corrected material to aid in presentation preparation. Students will need to use a keyboard or an assistive technology keyboard for those who have difficulty with traditional keyboard. Students will have worked with sentence creation, power point, and oral presentation skills previous to this lesson; however this will pull all the standards together in a project. Students will need to recall the story and its key elements. This project will require a project that is mostly digital. Alternative tools will be available for the exceptional learners, who might need assistance. Instructional Plan Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can you find out if students have this foundation? What difficulties might students have?)

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Students will select a story from the theme that they would recommend to their friends, family or classmates. The students will have read the story several times, once to familiarize themselves with text, another time to acquire new vocabulary and finally to note important details such as characters, plot, and setting. This will also lead to comprehension of the story as well. The students will have created a power point or Prezi to have an idea of what can be done with this presentation software. Students will assist those who might need language support, and assistive technology will be available for who may need the support it might bring to the project. Management (How and where will your students work? Classroom, lab, groups, etc? Students will work in their desk to develop idea, join into small groups selected by random name generator to determine what looks useable and what might need to be added. Small groups will be mixed to include language learners and exceptional students. Students will then combine ideas onto paper and submit to teacher for approval before moving onward to the computer stations. Instruction and Activities (What instructional strategies will you use with this lesson? How will your learning environment support these activities? What is your role? What are the students' roles in the lesson? How can the technology support your teaching? What engaged and worthwhile learning activities and tasks will your students complete? How will they build knowledge and skills? Will students be expected to collaborate with each other and others? How will you facilitate the collaboration?) The instructional activities we will use will include samples, teacher modeling, scaffolding, evaluation by peers, and technology incorporation and presentation. The classroom we will use has room enough for every group to have an area to work and access the computers. Students will create a slide for title, characters, plot and setting. A slide containing details regarding the author and illustrator of the literature. We will separate groups so they will work independently without commandeering ideas from other groups. My role is to share, present, monitor, facilitate, and observe groups who might need extra attention or structure. Students will be creating, designing, with a small group of three students. They will monitor progress and time. If they wish to continue efforts, recess will available for additional efforts if needed. I will record, time, present and open the class to comments and suggestions. I will also assist as needed. I will provide additional materials as needed. Computer Technology will be used to take the paper ideas and transform them into a power point or Prezi. Technology will be used to present the slideshow, along with a microphone for those who need vocal support. Students will be expected to have main tasks to assist the group as well as several secondary supports to assist if completed with their task. Support tasks can include translating; preparing to speak with the presentation, assisting those who need technology support, and proofreading the slides. Practice with a camera to possibly share their project with others through Dropbox or live via Skype. We also may attempt to share with parents at open house. The students will help each other, discuss ideas for best presentation, practice and rehearse

Differentiation (How will you differentiate content and process to accommodate various learning styles and abilities? How will you help students learn independently and with others? How will you provide extensions and opportunities for enrichment? What assistive technologies will you need to provide?) My entire school is Title one and all qualify for free lunch so all are considered economically exceptional. Speech students may defer to write rather than read a presentation or record and edit any difficulty they have with vocabulary or pronunciation. Students will adjust group dynamics to meet the needs of exceptional needs students. The exceptional students may also receive assistance from an aid or tutor. This may include assistance with writing, recording voice to share with digital recorder. GATE students may choose to complete their own presentation. Migrant students may work together and present the information in Spanish. They will need to have a translator for those linguistically challenged, like the teacher. Closure and Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be asked to provide feedback on the assignment itself? What will be your process for answering the following questions? Did students find the lesson meaningful and worth completing? In what ways was this lesson effective? What went well and why?
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What did not go well and why? How would you teach this lesson differently?)

This section will be completed after the lesson has reached completion.

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