EDUCATIONAL TECHNOLOGY I Lesson Plan Integrating Technology & Pedagogy Directions and Outline

Name ____Scott Hartz_____Date __4/9/12__

Standards: Include content area and ISTE NETS for Students standards. ISTE NETS Student Standards: 1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression 2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. 5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and responsible use of information and technology. b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. Demonstrate personal responsibility for lifelong learning. d. Exhibit leadership for digital citizenship. 6. Technology Operations and Concepts: Students demonstrate a sound

understanding of technology concepts, systems, and operations. a. Understand and use technology systems. b. Select and use applications effectively and productively. d. Transfer current knowledge to learning of new technologies. ELA Standards: Students - Writing Production and Distribution of Writing W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Lesson Objective(s): Students will learn how to properly use apostrophes before and after an "-s" suffix in their writing. Students will also learn how to correctly interpret the meaning of where the apostrophe lies in relation to an "-s" ending. Students will practice using an "-s" ending in an on-line activity and in their own original sentences in a Word document to be handed in during class. Introduce the Learning Activity: Students will verbally be informed of what they will be learning at the beginning of class. We will review a few key terms related to the concept of apostrophes with an "-s"(apostrophe, possessive/genitive, contraction). I will orally tell the students that they will receive positive reinforcement in the form of candy for well-answered questions. I will motivate the students to learn how to properly use an apostrophe in accordance with an "-s" by telling them that it is a simple yet

widely misused technique in both student and professional writing. I will inform them that an apostrophe "-s" ending has an important impact on the meaning of one's writing and that if it is used properly it will make for a smarter and more skillful writer. Students will put this knowledge into practice by completing exercises online as well as creating their own sentences in a Microsoft Word document for an in-class assignment. The lesson will also be buttressed by a short clip from youtube.com Provide Information: Definitions for key terms and concepts will be provided orally and visually. Further explanation will be given orally. They will be discussed in terms of where the definitions and concepts are found (New Oxford American Dictionary and Hacker and Somers' A Writers Reference, 7th Edition) and how they apply to the lesson. They will be written on the board for students to see, copy down in their notes, and repeat if questioned by the teacher (What is an apostrophe? What does it mean for a word to be possessive?). Copies of pages 278-9 from Hacker and Somers' A Writer's Reference, 7th Edition will be provided as a reference for students.

Provide Practice: When students have learned the basic functions of an apostrophe with an "-s" ending, they will be instructed to log on to the computers and access a website where they can practice writing words with apostrophe "-s" endings in pre-made exercises. Students will be allowed to work together to figure out the correct answers and the teacher will walk around and monitor the progress of the students, offering feedback and promoting thought about the questions. After this is completed, the teacher will ask for feedback regarding the exercises. Students will then be asked to open a blank Microsoft Word document where they will write their own sentences using all the forms of the apostrophe "-s" ending that we have studied. Students will be required to work individually to create between eight and ten original sentences to be printed out and handed in to the teacher by the end of the class. Provide Knowledge of Results: I will evaluate the quality of the students' work verbally by questioning them in their thought process regarding apostrophe "-s" words and by looking at their work, whether it be the online activity or the writing in Word. I will tell students how well I think they are

learning the material and give them an opportunity to discuss their progress with me. I will provide written feedback to the students based on their original sentences typed in Word. They will hand them in and be graded on the quality of the creativity of the sentences and whether or not they are correctly using apostrophe "-s" endings in their writing. Review the Activity: Towards the end of the lesson, the teacher will field random questions to the students regarding any of the concepts, terms, or skills we have gone over in class. Positive reinforcement will be given verbally and/or with candy to those who answer well, or show marked effort or improvement in their knowledge of apostrophe "-s" suffixes. Method of Assessment: I will use the following rubric to determine grades for the homework. Students will also hear from the teacher during class regarding how they are perceived to be grasping the concepts being taught.

Criteria for Apostrophe

Comments

"-s" sentences Creativity

Creative, original, thoughtful. Shows skilled word choice and uses varied language. Interesting w/o being particularly original, creative or innovative. Thoughtful. Solid, but not particularly inspired. Not original or particularly creative. Not very thoughtful. Somewhat less than sentence requiremement. Not particularly thorough. Inconsistent /flawed use of punctuation. Spelling errors common. 2 major errors. Hurriedly done. Uninspired, not creative or thoughful. Words not varied. Less than sentence requirement. Sloppy, uninspired,unoriginal, not creative, not thoughtful, sentences totally lacking variety.

Grammar and Style

Very clear meaning:follows all rules of the English language. Excellent use of punctuation, perfect spelling. No major errors (run on, comma splice, fused sentence, etc.)

Meet sentence limit. Clearly written. Some punctuation errors. Some spelling errors. 1 major errors.

Drastically less than sentence requiremement. Not thorough. Poor use of punctuation. Spelling errors common. More than 3-4 major errors.

Radically less than sentence limit. Not thorough. Very poor use of punctuation. Spelling errors common. 5+ major errors.