Professional Documents
Culture Documents
Your Name:
Michelle
McCormick
Subject / Course:
Writing
Topic:
Informational Writing
Lesson Title:
Level:
1st Grade
CSU-Global
Course:
OTL 545
Lesson Duration:
4 sessions of 40
minutes
Target Audience
Knowing the Learner
Based on your survey data from earlier in the course, describe the target audience for this lesson;
what types of learning styles will you need to be mindful of?
Based on the survey data from earlier in this course, it concluded that most of my
students are kinesthetic and visual learners. However, I am going to try to reach every
type of learner in this lesson. So, my target audience is visual, auditory, and
kinesthetic learners. In my lesson, I will provide lots of visuals, including a picture
book teaching my students all about apples. Also, my instruction is going to be verbal,
which will help my auditory learners. Finally, my students will be able to get brain
breaks in between my mini lesson and their work time. This helps them focus and get
some energy out. I am a big believer in brain breaks. So, usually we do "gonoodle,"
which is a free website that has exercise and dancing for them to re-focus or reengage. Several studies have been conducted involving primary school students,
where regular physical activity breaks were given during the school day, and there
was a proven impact on their academic performance, as well as their academic focus
and behavior in the classroom (Weslake & Christian, 2015, p. 2).
Kinesthetic
Auditory
Visual
The technology that I used was called popplet.com. It is a site where you can create webs or
graphic organizers to help organize their ideas. After reading our story about Apples, the
students gave me facts they learned about apples and we created a web. They were so
engaged in the lesson because the web was on the board, rather than me just writing out a
web by hand. It is a brainstorming tool that helped students visually see what is being
discussed. This tool allows for differentiation because we can add pictures or text to the
popplet bubbles. According to an article by, Wahl and Diffeild (n.d.), Simple graphics
software and word processors, as well as resources and tools found on the internet, offer
students a variety of ways to access content, work with information to develop
understanding, and demonstrate what they know.
will allow them to explore and create their own after researching a topic. For enrichment, I
would let my students pick something that they still want to know more about that particular
topic and let them conduct the research using technology and/or books.
SOURCES: Add a References Page for any research/sources you used to determine
your strategies above (begin on a new page and follow the APA guidelines in the CSUGlobal Guide to Writing and APA Style).
Artifacts:
References
Wahl, L. & Duffield, J. (n.d.). Using flexible technology to meet the needs of diverse learners:
What teachers can do. WestEd. Retrieved from
http://www.wested.org/online_pubs/kn-05-01.pdf
Weslake, A. & Christian, B. (2015). Brain breaks: Help or hindrance? Teach Collection of
Christian Education: 1(1), 2. Retrieved from
http://research.avondale.edu.au/cgi/viewcontent.cgi?
article=1003&context=teachcollection