Article Summary
The articles on scholastic.org provided a great source of information on ways you make incorporate digital technology within the classroom. Most importantly, their was a great focus on early childhood instruction which provided me a great deal of information. Usually, when you are working with lesson plans targeting the use of technology, it is very difficult to come across lesson plans that target younger students.
The articles on scholastic.org provided a great source of information on ways you make incorporate digital technology within the classroom. Most importantly, their was a great focus on early childhood instruction which provided me a great deal of information. Usually, when you are working with lesson plans targeting the use of technology, it is very difficult to come across lesson plans that target younger students.
Some of the suggestions I look forward to utilizing within the classroom include digital story telling.
The author highlights programs such as, Kidspiration, KidPix and iPhoto to name a few. When developing a lesson plan targeting storytelling, Berthiaume and Bourgeois suggests focusing on a topic or literature piece and then having students practice on sharpening their skills by making a connection to the literary piece. It is important to have students to work step by step honing their skills by developing a story web, editing their language and insuring their is an opportunity to include illustrations.
Finally, once students develop a digital story, they can utilize programs such as iMovie and engage in discussion via a podcast. Currently, podcasts are making quite a noise within the digital world and many people are participating in open discussion and interviews through podcasting. I look forward to teaching students about the importance of podcasting and showing how they can utilize it to express themselves.
Lesson Plan
Lesson Plan
Candidate’s Name: Zulayka Adamson
Grade Level: 2nd grade
Title of the lesson: I’m Different
Length of the lesson: 2 Days
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Central focus of the lesson
(The central focus should align with the CCSS/content standards and support
students to develop an essential literacy strategy and requisite skills for
comprehending or composing texts in meaningful contexts)
Students
will read a story about being different and learn about empathy will
utilizing technology tools to develop a story about how they are different.
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Knowledge of
students to inform teaching (prior knowledge/prerequisite skills and
personal/cultural/community assets)
Students
will have prior knowledge about diversity and what it is to be different.
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Common Core
State Standards (List the number and text of the standard. If only a portion
of a standard is being addressed, then only list the relevant part[s].)
CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
CCSS.ELA-LITERACY.W.2.5
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
CCSS.ELA-LITERACY.W.2.6
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. |
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Support
literacy development through language (academic language)
Students will
read a book to strengthen their reading skills and build their vocabulary.
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Learning objectives
Students will
develop a digital story based on a highlight of what makes them different
from their classmate and what they love about being different. Once they
complete their story web students will utilize garage band to record their
story and add effects.
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Formal and
informal assessment (including type[s] of assessment and what is being
assessed)
● Students will be
assessed on their writing skills and their incorporation of technology on
their writing project.
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Instructional
procedure: Instructional strategies and learning tasks (including what you
and the students will be doing) that support diverse student needs. Your
design should be based on the following:
● understanding of
students’ prior academic learning and personal/cultural/community assets
● research and/or
theory
● developmental
● appropriateness
Consider all
students, including students with IEPs, ELLs, struggling readers, and/or
gifted students.
Day 1:
Introduction
5 Minutes: The teacher will provide a brief overview of what being different
is and what is diversity.
Guided
Practice 25 Minutes: Students will participate in a read aloud of the book “Stand
in my Shoes” by Bob Sornson. And have a
discussion of what the book was about and participate in dialogue on the
topic of empathy and diversity.
Individual
Practice 20 Minutes: Students will review the concept of a story web
and provide a template to construct their ideas to develop a piece on what
makes them different.
Day 2:
Introduction
5 Minutes: Students will be reminded they are to complete their story web and
add as much details they can to make it fun and relatable.
Guided
Practice 15 Minutes: Students will follow along as the teacher makes a voice
recording using garage band of her brief poem on diversity.
Individual
Practice 30 Minutes: Students will complete oral presentation of their poem
using garage band as a technology tool.
During the
lesson plan, the teacher will float around the room and provide feedback to
students. For students who struggle within the classroom, there will be a
step by step guide on the board of features they may utilize when using
garage band.
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Instructional
resources and materials used to engage students in
learning.
Stand in my shoes book
Garage band software
Laptops
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Reflection
This lesson
plan was a great way to remind students that we must have empathy and how
they we are all different. Overall, I thought this was a fun and engaging way
to get students excited about using technology within the classroom. Only
changes I would make is introducing a ways to make the lesson plan engaging
by highlighting effects students can utilize who are at gifted level.
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