Seven Tech Integration Lesson Plans: Let the Voting Begin!
Simply read through the lessons and select your favorite by filling out the Google Form. I’ll count the votes this week, and the winner will be announced in my next post, which will be published on January 20th.
Grades 3-8 Age/grade range for Lesson One: Beauty Through the Beasts
Learning Objectives for Lesson Standard 2: Students will read, write, listen, and speak to respond to and express themselves through literature. Learn to distinguish among different genres of writing, such as short stories, poems, and plays
I’d like to see that promotion at the end of the newsletter.
Detailed Description of the Lesson Students must create a fable based on one of the morals that have been discussed or on a new moral. The fable must contain at least two characters who have opposing personality traits that are obvious to the reader.
Materials
1. Students must have access to a variety of fables, whether they are read online or in print.
2. A wiki page for each student, complete with login details.
3. graphic organizers to help you compare and contrast the fable and the fantasy
4. a graphic organizer for comparing and contrasting characters in a story
An assessment Test on the general characteristics of a fable is conducted using Google Docs. Develop a rubric for online and oral presentations with help from teach-nology.
Reflections Since this is my second year teaching this lesson, I would continue to work with the students on developing their character traits, comparing and contrasting them using the Venn Diagram as a tool. Aside from that, I believe this is a lesson that allows students to go above and beyond what is typically taught in a third-grade reading and writing lesson. What a benefit it is for students to be able to comprehend the revision process through the use of technology.
After January 3rd, the lesson will be available on NYLearns.org under the name Carol Frego.
What would be the benefits of receiving a copy of Digital Tools for Learning for this individual? The book Digital Tools for Learning would be greatly appreciated by Danielle. Last year, I used Glogster.edu to teach a report-writing lesson to a group of students. My third-grade students were so impressed with the technology integration piece and how easy it was to use with third-grade students that Danielle’s son visited my classroom and decided to use it in her French classes as well.
Additionally, I used the Wiki to teach a lesson on fable writing the previous year.
Age/Grade Range: 3rd-5th Grade Paul Pevere’s Ride Project is the second lesson.
Learning Objectives for the Lesson To participate in a Skype call with our buddy class in Kansas, the students learned about Paul Revere and practiced reading Longfellow’s poem. View the complete lesson plan and evaluation rubric (PDF).
Detailed Description of the Lesson My students collaborated on a project with our virtual buddy class in Kansas, which they conducted via Skype. This link will take you to a Slideshare presentation of the entire lesson plan: http://www.slideshare.net/plnaugle/paul-revereridelessonandrubric.
Materials We completed this project with the help of our Promethean board, online resources, VoiceThread, Skype, and Blogger, among other tools.
Assessment Yes, I used a rubric to evaluate my students’ performance. To create the rubric, I used the website http://rubistar.4teachers.org. You can see the rubric here.
Reflections When I was creating the VoiceThread, I discovered that using a microphone was more effective. Increasing my use of Skype has allowed me to improve my skills as a result of my experience. During the Skype call, I would have also assigned specific tasks to my students to keep them occupied.
What would be the benefits of receiving a copy of Digital Tools for Learning for this individual?
In addition to being a 4th-grade teacher, Nancy serves as our building’s PDRT (Professional Development Resource Teacher). She would benefit from this book because it would provide her with a means of assisting other teachers on our staff in learning how to use digital tools. Nancy and I collaborate closely to plan breakout sessions for our professional development days at our school. Our teachers are gradually becoming more adept at incorporating technology into their lessons. I believe that Nancy would benefit from reading this book to help us achieve our goals more quickly.
Lesson Three: Analogies between Word Masters Age/Grade Range: 12-14 (Middle School)
Learning Objectives for the Lesson A 30-second movie depicting a vocabulary word, its meaning, and synonyms was to be created by students using laptops as the medium for creation.
Detailed Description of the Lesson Students was given a list of 25 words to prepare for a vocabulary test on analogies that was coming up soon. Each student was given a word to define and a laptop to which they could search for pictures of synonyms. To define the word, the student created a short, 30-second video that included both words and images. Each video was then compiled into a class movie, which was used to review the vocabulary words before the test the following day. During two 30-minute class sessions, the students were expected to complete the assignment.
Laptop computers and dictionaries are used as resources.
Assessment In addition to the completion of their project, students were evaluated based on the length of their movie, spelling, and definition of a word, as well as pictures of correct synonyms throughout the movie. Because I was the teacher, it was very simple for me to walk around the classroom and assist students while also observing and assessing the project they were working on. The final assessment was based on the students’ sense of accomplishment and self-assurance that they demonstrated after completing the entire project.
Reflections Instead, I would provide previous examples and demonstrate the process of creating a film in class before assigning it to the students the next time. As a bonus, I would have a few student “tech” assistants on hand to assist other students who were unfamiliar with the software.
What would be the benefits of receiving a copy of Digital Tools for Learning for this individual?
Mrs. Morris is a seasoned veteran teacher who is well-liked and respected by her colleagues at our institution. Even though she is uncomfortable with the speed with which technology is bursting at the seams of education, she is doing her best to embrace and utilize the tools that have been provided to her in her classroom setting. In the classroom, she is instructing pre-algebra to her students this year. She is also conducting live streaming and recording sessions of the daily lessons. Mrs. Morris is an excellent candidate for this book, and I am confident that she will spread the word about it to her friends and family.
Lesson Four: Age and grade ranges of family members English as a Second Language Beginners
Learning Objectives for the Lesson Goal: – To familiarise students with the pronunciation of members of their families.
– To provide students with listening practice – To encourage students to pronounce nouns that are related to their family members
The purpose of this assignment is to expose students to realistic situations.
The goal is to expose students to real language while also having a good time.
Detailed Description of the Lesson Students goes to a Moodle Hub website that they have already signed up for and complete the lesson material.
In class (F2F), students are exposed to a fictitious story about two families that they can identify with.
The families are described separately to allow for the practice and learning of new vocabulary.
The entire lesson is divided into seventeen pieces or exercises to provide students with ample opportunity to learn, practice, review, and assess their knowledge and skills.
Materials
EdiLIM (Editor de Libros Interactivos Multimedia/Editor of Interactive Multimedia Books) collaborated on the creation of this entire lesson.
As part of the multimedia lesson, you will be able to complete a self-assessment to determine your level of understanding.
Reflections More listening practice, according to the students, is needed. To meet learners’ expectations, a second part will be developed to meet those expectations.
What would be the benefits of receiving a copy of Digital Tools for Learning for this individual?
He intends to adhere to the recommendations in the book to provide students with better learning opportunities.
Surreal Animation is the fifth lesson.
Range of ages and grades Class of the Seventh Grade
Learning Objectives for the Lesson Students will learn about perspective drawing, Surrealism (including artists such as Frida Kahlo and Salvador Dali), stop-motion animation, Photoshop, movie editing (including how to add sound, titles, and credits), and collaborating with others in a group environment.
Detailed Description of the Lesson This project combines a traditional drawing assignment with a digital stop-motion animation project to create a hybrid product. Using observations of the hallway, students have created 1-point perspective drawings. After learning about Surrealism and artists who have employed it, students use their hallways as the backdrop for creating animations in Photoshop. Using historical context, mathematics, technology, and traditional art, students will create collaborative videos and share them with others in this lesson plan.
materials to create their animations, students will use a variety of materials, including paper, pencil, digital cameras, Photoshop, Premiere Elements, and the Internet.
Assessment Students are evaluated on the following criteria:
Reasonable Best Effort, additional music/title/credits, and other enhancements There are at least three animated objects, and the animation is surreal.
Students present their short films after class, after which they are uploaded to our blog for other students to view and comment on later.
Reflections Both choosing their subjects and using their drawings as a backdrop were enjoyable experiences for the students. The surreal theme allows for a plethora of variations, with no definitive right or wrong way to go. To improve this lesson from the first time I taught it, I created a screen capture movie of the steps, which students could use to go back and review materials while they were still working on it. Students will be able to work at their own pace and return to the tutorial if they have any further questions.
What would be the benefits of receiving a copy of Digital Tools for Learning for this individual?
Although she is only in her first year of teaching, she has done an outstanding job of bringing art to life for her students. Mrs. Marshall would benefit from having a copy of Digital Tools for Learning because she is constantly looking for new and innovative ways to deliver information to students while also engaging them in the learning process. She is an excellent teacher who is concerned with the learning and achievement of her students.
Lesson Six: The Voki Project (Age/Grade Range: 12-13 years old)
The purpose of this lesson is to improve students’ oral and written communication skills in the English language through the use of an avatar that is published on the classroom blog. There are specific lessons designed to make use of the avatar in conjunction with the lessons of the grammar book that we are currently using.
Detailed Description of the Lesson This is a project that is intended for the entire course. The avatar is used to help students improve their writing and public speaking skills, among other things. Every grammar lesson in the program has a specific task for the avatar that must be completed by the avatar. The students can also take part in the class blog by writing entries, and I am currently developing a tool that will allow them to create their blogs in the English language. An “avatar journalist” will be assigned to our country and city every 15 days, who will be in charge of writing news and lessons about the English language in our country and city (Barcelona).
Materials
The voki website and our class blog are both excellent resources.
Assessment The students were evaluated on their ability to use the blog and how they could benefit from doing so. They were also evaluated in terms of their ability to use avatar technology.
Reflections Both choosing their subjects and using their drawings as a backdrop were enjoyable experiences for the students. The surreal theme allows for a plethora of variations, with no definitive right or wrong way to go. To improve this lesson from the first time I taught it, I created a screen capture movie of the steps, which students could use to go back and review materials while they were still working on it. Students will be able to work at their own pace and return to the tutorial if they have any further questions.
What would be the benefits of receiving a copy of Digital Tools for Learning for this individual?
My name is Magda, and I work as a secondary school teacher. I teach English to students who use new technologies in their lessons, and this book will be a valuable resource for me.
All of the World Plays String Games (Lesson Seven) Age/Grade Range: 2nd-6th Grade Age/Grade Range: 2nd-6th Grade
Learning Objectives for the Lesson Goal: Immediate: story sequencing and oral language fluency (both written and oral).
In the short term, manual dexterity for keyboarding will be required.
Long-term: a sense of global empathy
Detailed Description of the Lesson The teacher demonstrates and explains how to play a simple string game (for example, the Karok Fish Spear from Northern California), as well as the cultural context in which it was created and played. The instructor repeats the instructions until at least one-third of the group has mastered the figure. These individuals are then recruited to serve as instructors for those who have not yet mastered the figure. The session comes to a close with one or more students being allowed to take the role of the teacher and deliver their lesson in front of the class. They are recorded and receive feedback from the class on their instruction.
Materials: Enough string, yarn, or rug roving to provide each student with approximately one meter of cord to work with; video and still cameras; and sound recording equipment.
Assessment It is simple to observe the mastery of the string figure in action. Within the context of the instructional interaction, the objectives of story sequencing and oral language development are assessed informally. The assessment of empathy development will require a multi-year period of follow-up.
Reflections A big hit with the class were the videos of students acting as instructors, and the sense of accomplishment that all students felt as they learned the figure was a tangible boost to their overall confidence.
Preparing the videos to be shared with the class takes time and takes the teacher away from direct participation in the lesson. I’m thinking about enlisting the assistance of an upper-grade student to film the video.
What would be the benefits of receiving a copy of Digital Tools for Learning for this individual?
Because she’s a tech integration leader in our community and across the country, in addition to being an artist and a counselor, she will be able to absorb and transform new information for the benefit of a large number of students and teachers.