Lesson Plan Sample #1: K.S.A.s #3, #4 and #10
Lesson Plan for English Language Arts – Setting Up a Blogger Account
March 9th, 2010
Time: 42 minutes
Learning Outcomes:
1.1: Discover and Explore
-Express ideas and develop understanding
1.2: Clarify and Extend
- Extend understanding
2.4: Create Original Texts
-Generate ideas
-Elaborate on the expression of ideas
-Structure texts
5.2: Work with a Group
- Cooperate with Others
Performance Task 1: The students will learn about the Blogs and how to set them up.
Performance Task 2: The students will create a Blogger account
Learning Resources:
Resource 1: Alberta Education Program of Study for English Language Arts: Kindergarten to Grade 12. 200. Alberta Education web-site. Accessed on March 3rd. 2010:
http://education.alberta.ca/media/450519/elak‑9.pdf
Resource 2: "Blogger.com": www.blogger.com (Accessed March 2nd, 2010)
Resource 3: The Giver Blog Page:http://giverquestion.blogspot.com
Resource 4: “Internet Safety for Teens” on YouTube at: http://www.youtube.com/watch?v=ieRE_wyheRg
Resource 5: The Giver, Lois Lowry, Bantam Doubleday Books, New York, 1993
Introduction: 5 minutes
Attention Grabber: SMARTboard set-up with Blog site opened.
Homework to collect: Remember to ask for all Learner Profiles.
The teacher will begin by asking if the students are familiar with how to set up a Blog account and invite the students to discuss their personal experience with Blog accounts. The teacher will discuss Internet safety concerns with posting personal information on the internet and show the short video: “Internet Safety for Teens” on YouTube at: http://www.youtube.com/watch?v=ieRE_wyheRg
Materials/Equipment: SMARTboard, written instruction sheet for how to set up a blog account.
Body: 30 minutes
Activity 1: 30 minutes
Introduction/Transition: The students will prepare to go to the computer lab while being reminded of the proper conduct expected in the lab (No noise in the hallway, limited time means that they must all be paying close attention in order to get the task done, Internet use is for developing a blog identity only). The teacher will circulate a class list and ask each student to write their blog name beside their own. Once students have completed this task, they will line-up at the door.
Development/Monitoring: In the computer lab, the teacher will go over the steps the students need to take in order to sign up at www.blogger.com. Students will be instructed to sign-in on a computer and complete the steps outlined to create a “Blogger” account. They will then be instructed to use a pseudonym and their school email addresses for creating the account. Students will ensure that they have successfully completed the set-up by going onto “The Giver” Blog-site at: http://giverquestion.blogspot.com
Students will be informed that the teacher will post a question every evening for them to answer. They will be able to read each other’s posts and comment back on what they have read. They will be reminded that all comments will be read by the teacher as well and to use respect and discretion when submitting their postings. Engagement in a whole-class discussion that outlines appropriate and inappropriate comments made on the Blog will be discussed.
Follow-up/Assessment: The teacher will monitor the class to ensure that they have all been able to create an account without incident. The teacher will ensure that all students have not used their real names or posted personal information or pictures of themselves on-line. Any students who have difficulty accessing their accounts from home will be reminded that they can always submit the answers in to me the following morning.
Material/Equipment: Computers/Computer lab, pens, pencils, erasers, class list, Whiteboard in the computer lab, dry markers and eraser
Closure: 5 minutes
Instruction/Transition: The teacher will hand out “Stop-Light” exit slips.
Developing/Monitoring: Students will be asked to complete the “Stop Light” exit slips in order to answer the following question: “How comfortable are you with Blogging?” The teacher will ensure that all students have written down their user names and passwords, as well as the internet address for The Giver Blog site.
Sponge Activity: In the computer lab: Look up Lois Lowry’s official site and read a bit on her and her books.
In the classroom: Think of any other utopian societies you might know of and list why they succeed or fail.
Homework: Go on line and answer the Question of the Day for The Giver
Reinforcement/Assessment of Learning: Gained through class engagement with the grand discussions, the comprehension and development of Blogs and comfort level of Blogging.
Feedback from Students: Through questions and answering, as well as monitoring and observation, determine the effectiveness, comprehension and interest in the lesson. Responses on the “Stop-Light Exit Slips”.
Feedback to Students: Acknowledge thoughtful and meaningful answers as well as guiding the students’ in developing a Blog and in contributing meaningfully during class discussion.
Advance Organizer - Next Lesson:Introduction to The Giver
Reflections:
This was a good lesson and the students are eager to be a part of our Blogging community for The Giver, but it took longer than I thought it was going to. Many students who had never set up a Blog account were confused by the directions posted on “Blogger.com”. Suggestions for future: Set up an account, step-by-step on the SMARTboard. Have the entire class complete one step before moving on to the next.
Sample Lesson Plan #2
Lesson Plan for English Language Arts: Grade Nine
Introduction to Community Values Power Point and Presentation
March 16th, 2010
Time: 42 minutes
Learning Outcomes:
2.1: Strategies and Cues
-Use Prior Knowledge
-Use Comprehension Stategies
3.1: Plan and Focus
-Focus Attention
-Determine information needs
3.2: Select and Process
-Use a variety of sources
-Access information
3.3: Organize, Record and Evaluate
-Organize information
-Record information
-Evaluate information
3.4: Share and Review
-Share ideas and information
5.2: Work within a group
-Cooperate with others
-Work in a group
Performance Task 1:The students will engage in a whole class discussion that outlines the Power Point presentation on community values.
Performance Task 2:The students will be divided into pairs and begin work on the presentations
Learning Resources:
Resource 1: Alberta Education Program of Study for English Language Arts: Kindergarten to Grade 12. 200. Alberta Education web-site. Accessed on March 3rd. 2010: http://education.alberta.ca/media/450519/elak‑9.pdf
Introduction: 5 minutes
Attention Grabber:SMARTboard set-up with an example of the Power Point presentation.
Introduction/Transition: Students will recall the presentation previously shared with them: “The True Meaning of Words” They will also recall that the teacher had asked them to think of a community value before leaving last day. Students will be called upon to share some of those values with the class as well.
Materials/Equipment: SMARTboard mini presentation of Community Values
Body: 33 minutes
Activity 1:7 minutes
Introduction/Transition: The students will receive the handout for instructions for the Coomunity Values Power Point presentations.
Developing/Monitoring: The students will walk through the steps for creating their Power Point presentations. The teacher’s use of a “popcorn pick” method to call upon students to read out each section/step.
- Work with your partner to find at least three values each that you would like to include in a presentation for your peers
- Working on the computers, select a picture that best represents that value
- Write a paragraph to justify why you chose the value you did as well as the image you
- Present your presentation with your partner to the class
Follow-up/Assessment: The teacher will be circulating through-out the class and ensuring students are following along.
Material/Equipment: Handouts for Power Point instructions, pens, pencils.
Activity 2: 10 minutes
Introduction/Transition: The students will be paired and prepare to engage in a think-pair-share. Student pairing will be selected through pop-sickle sticks. (Some students may be permitted to select their own partners with teacher approval).
Developing/Monitoring: “Think-Pair-Share”: Students will be given two minutes to write down their ideas about community values and two minutes to share these ideas with their partner.
Follow-up/Assessment: The class will reconvene to share the values that they came up with as well as some of the reasons why they feel those values are important. The teacher will circulate around the classroom, ensuring all students are on-task, especially as they work with their partners.
Materials/Equipment: Pens, pencils, paper, erasers
Activity 3: 16 minutes
Introduction/Transition: The students will begin to brainstorm with their partners on the community values that they would like to see in the Power Point Presentation.
Development/Monitoring: Students will remain working with their partners in order to develop the outlines for their paragraphs. The teacher will briefly discuss how to do an outline for the paragraphs which are to accompany the Power Point presentations
· Introduction sentence: States what value the slide will be representing
· Body sentences (minimum of three) Explains why the value is important and why that particular image was chosen
to represent it
· Closing sentence: Sums up the intention of the paragraph.
Closure:3 minutes
Instruction/Transition: Students will be asked summarize the lesson in a three-two-one format.
· Three things they like about the activity
· Two things they would like to know more about
· One thing they are worried about
Developing/Monitoring: Students will be complete the summary and hand it in before leaving class.
Sponge Activity: Create a title-page for their Community Values paragraphs.
Homework: Write down the community values you have chosen. Write at least three reasons why these are important to a community.
Reinforcement/Assessment of Learning: Gained through class engagement with the grand discussions about the community values Power point presentation as well as the three-two-one summary handed in.
Feedback from Students: Through questions and answering, as well as monitoring and observation, determine the effectiveness, comprehension and interest in the lesson. Responses on the Three-Two-One summaries, as well as answers given for community values.
Feedback to Students: Acknowledge thoughtful and meaningful answers as well as guiding the students’ in thinking of community values they believe in.
Advance Organizer - Next Lesson: Chapter 3-4 review, reading chapter 5 aloud.
Reflections:
This was a wonderful lesson! The students seemed to understand what was expected of them and gave relevant feedback and examples of community values they want to present on. The only concern is for one of my students who does not seem to be pleased to be working on this project with a partner at all. I will have to develop a way for him to become engaged in the assignment too.