PART FOUR: Creating an Effective Lesson Activity

Develop a lesson activity based on the lessons you identified and the 3 components of an
effective lesson.
Now its time to develop your own lesson activity. Youve brainstormed ideas, found
examples, and then evaluated those examples based on 3 components of effective lessons.
You can create a new lesson from scratch or you can build on one or more of the lessons
you found.
Step One: Background Information
Activity Name: Word Illustration
Grade/Subject: 2nd Grade Language Arts
Curriculum Standard: Vocabulary Acquisition and Use:
ELACC2L4: Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 2 reading and content, choosing flexibly
from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known prefix is added
to a known word (e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning of an unknown word with the
same root (e.g., addition, additional).
d. Use knowledge of the meaning of individual words to predict the meaning of
compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook,
bookmark).
e. Use glossaries and beginning dictionaries, both print and digital, to determine
or clarify the meaning of words and phrases.
ELACC2L5: Demonstrate understanding of word relationships and nuances in word
meanings.
a. Identify real-life connections between words and their use (e.g., describe foods
that are spicy or juicy).
b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw,
hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
ELACC2L6: Use words and phrases acquired through conversations, re
NETS Standard:
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
c. Use models and simulations to explore complex systems and issues

d. Identify trends and forecast possibilities

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
c. Develop cultural understanding and global awareness by engaging with learners
of other cultures
d. Contribute to project team
3.Research and information fluency
Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media
c. Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks
d. Process data and report results
4. Critical thinking, problem solving, and decision making
Students use critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for
investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
d. Use multiple processes and diverse perspectives to explore alternative solutions
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

c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies
Goals: For students to gain understand of the meaning and structure of new vocabulary
using technology and by collaborating with others.
Technology Tools: Weebly, Screenchomp, Class Messenger
Step Two: Lesson Narrative
Paragraph #1: How will you introduce the activity to your class?
Paragraph #2: How will the students participate in the activity?
Paragraph #3: How will you provide guidance for the students?
Paragraph #4: How will the students be evaluated regarding your goals?
In my 2nd grade class I will introduce my activity, Word Illustration, after a
concise introduction on the content. The introduction is one of three important
components in a class activity. I will display a set of about 15 new vocabulary words
(important to a current book we are reading as a class) on the board for my students to
see. My next step, which falls under the second component of Concept and Skill
Development and Application, will be to review each words definition, examples of
synonyms and antonyms, and examples in sentences. I will give my positive expectations
on what I expect them to learn from the activity and give instructions.
Using Weebly, I will create a class website that is open for all my students to sign
in to and edit. I will have a blog page where I will have them create posts discussing new
sets of vocabulary. Pairing them up, I will assign one word to each pair to define, provide
examples of synonyms and antonyms, and provide examples of the word in a sentence.
Working in pairs will promote collaboration among their peers and encourage teamwork.
They will then post their work on the blog so that eventually, the new set of vocabulary
and its details will be there for the class to go back and review when necessary. As a
second part to the activity, each pair will use the application, Screenchomp, to illustrate
each word. They will draw two pictures on Screenchomps virtual white board to
illustrate the word. The first illustration will be of the word itself written in a visual way
that shows the word but also makes a picture. The second illustration will just be a sketch
that depicts the words and its meaning. Students will then take screenshots of their
illustrations and combine it with their work from the first part of the activity. The result of
the activity will be a blog containing the new set of vocabulary, definitions and examples,
and pictures to illustrate each word.
Throughout the activity I will be monitoring the class by observing their work. I
will pace the room and glance and check to make sure each pair is on track. I will guide
them when necessary by clarifying on instructions if they are unsure. I can also answer
questions and help them think of examples if they need it.

Students will be evaluated on the amount of effort they put into the activity. At the
end of the day I will review their work on the blog. I will determine the amount of effort
through the understanding and clarity of their written work and the creativity of their
visual artwork. I will use the application, Class Messenger, to remind them to review the
new set of vocabulary and I will give them a minor quiz to take the next day to make sure
they remember the material before we do another Word Illustration activity.
By providing two parts in the activity, I was hoping to help both auditory learners
who need to hear and write and visual learners who prefer to draw and create. By
speaking at the front of the class and reviewing the new set of vocabulary verbally, I hope
I helped students who learn more efficiently through listening. Weebly helped those who
learn more efficiently through writing. Screenchomp benefitted students who learn
through creating and illustrating. All three of the applications I used were crucial to the
lesson. It is important to know about resources like Weebly and Screenchomp in order to
promote creativity in the classroom. They provide a foundation, similar to a blank canvas,
with which the students can innovate and share their ideas.