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Mini Lesson Planning Tool for Integrating Technology

Title of Lesson: Identifying Characters


Curriculum / Content Area: Reading
Grade Level: 5th grade
PURPOSE / OBJECTIVES:
The student will be able to identify the main character of a book.
CURRICULUM STANDARDS:

R. ES.5.1. Identify two characters and two events in a story.

Complexity level 1: Identify a picture or tactile representation of an


action or demonstrate an action in a story read aloud or presented in
alternative means.
- Example: Eye gaze or touch the picture or tactile representation

ACTIVITIES:
Give the student a stuffed dog to hold during the lesson (prior knowledge connection.
The teacher will hold out pictures of two different objects and the student will reach or eye gaze
for the requested one.
The teacher will read the story, Clifford the Big Red Dog, and have the student reach to press a
switch with the recording Clifford to identify the main character of the book.
The teacher will ask questions about the main character and the student will press the switch
to answer Clifford.
The teacher will show two picture cards, one with Clifford and one with another character from
the book. She will ask the student questions and the student will eye gaze or reach for the
correct character/answer.
The teacher will review what was learned as a closure.
The teacher will praise the student for his hard work and efforts.
Answer the following questions:
1. Do I know how to use the technology tool(s) that will be used by my students?
Yes, I do know how to use the technology tool used by my students. I set up the technology so my
students were able to use it. I was trained on how to use a switch on my first day at the clinical placement.
2. What technology skills do my students already have that are needed for this lesson?
The students already use switch toys every day at school.
3. What technology skills will they need to learn to complete this lesson successfully?
The student had to simply press the switch, which is something he has done previously.

4. What is the appropriate setting for this lesson (classroom, lab, library, home)? Is this
setting available for my students to use?
The appropriate setting for this lesson is the school classroom. This setting was available for the student
to use during my lesson. Switch toys could also be used in the home if parents are willing to work with
their children.

5. What tools and resources will I need? (List of all Web sites, specific software and hardware,
and other needs.)
Switch toy, my voice, batteries
6. How much time do I need to allow for this lesson?
10-15 minutes.

7. Who can help me with the planning and/or implementation of this lesson?
Mrs. Finnegan, my cooperating teacher at Hueytown Elementary School, helped me with the planning of
the lesson. Chandler McAlister, a peer in the ESEC block who was also at Hueytown, filmed the lesson
for me.

8. How will I assess the students learning?


I assessed the students learning to see if he knew the main character of the book by holding out a picture
of both the main character and a non-main character, and hoping he would eye gaze or reach for the
appropriate character. I assessed his use of the technology by noting how many times he pressed the
switch out of the amount of times I held it out for him.

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