How communicate with technology

http://ycped200.wikispaces.com/Lesson+Plans+%28Tech+Integrated%29

Lesson Title: Subject Area: Teacher Name:

Communication. Writing, reading and listening.

Grade Level:

9th grade Several 45 minute long class periods

Time Frame: David Njera and Ana Mercedes Hernandez

This is a lesson that is designed to help students with their writing and research skills in a couple different of forms. Each student will develop the ability to communicated using different technology. Where they have the opportunity to investigate in internet the different ways to communicate using technology in different countries. The students will also be using a vocabulary to practice in the classmate. This unit will also help develop the different areas like reading, writing and listening skills. At the end of the unit the students will be able to do oral conversation in front of the class. And also the students will can complete Summary: Lesson Plan adapted from: the sentences in appropriate form to practice the grammar.
Shawn Welsh & Jon Jancola- Springbrook Elementary & Crestwood Elementary
http://esl.about.com/od/intermediatelessonplans/Intermediate_Level_English_Lesson_Plans_for_TESOL_Teaching.htm

Connection to PA Core Curriculum Standards:

1.2.5 A. Read and understand essential content of informational texts and documents in all academic areas. Differentiate fact from opinion across texts. Distinguish between essential and nonessential information across a variety of texts, identifying stereotypes and exaggeration where present. Make inferences about similar concepts in multiple texts and draw conclusions. Evaluate text organization and content to determine the authors purpose and effectiveness 1.2.5 B. Use and understand a variety of media and evaluate the quality of material produced. Use a variety of media (e.g., computerized card catalogues, encyclopedias) for research. Evaluate the role of media as a source of both entertainment and information. Use established criteria to design and develop a media project (e.g., script, play, audiotape) for a targeted

audience. 1.2.5 C. Produce work in at least one literary genre that follows the conventions of the genre.

1.4.5 B. Write multi-paragraph informational pieces (e.g., essays, descriptions, letters, reports, instructions). advantages and disadvantages Develop a problem and solution when appropriate to the topic. Use relevant graphics (e.g., maps, charts, graphs, tables, illustrations, photographs). 1.4.5 C. Write persuasive pieces with a clearly stated position or opinion and supporting detail, citing sources when needed. 1.5.5 A. Write with a sharp, distinct focus identifying topic, task and audience. 1.5.5 B. Write using well-developed content appropriate for the topic. Gather, organize and select the most effective information appropriate for the topic, task and audience. Write paragraphs that have a topic sentence and supporting details. 1.5.5 D. Write with an understanding of the stylistic aspects of composition. Use different types and lengths of sentences. Use precise language including adjectives, adverbs, action verbs and specific details that convey the writers meaning. Develop and maintain a consistent voice. 1.6.5 A. Listen, speaking, writing to others. Ask pertinent questions. Distinguish relevant information, ideas and opinions from those that are irrelevant. Take notes when prompted. 1.6.5 C. Speak using skills appropriate to formal speech situations. Use complete sentences. Pronounce words correctly. speak aloud. 1.6.5 F. Use media for learning purposes. Compare information received on television with that received on radio or in newspapers. Access information on Internet. Discuss the reliability of information received on Internet sources. Explain how film can represent either accurate versions or fictional versions of the same event. Explain the role of advertisers in the media. Use a variety of images and sounds to create an effective presentation on a topic. 1.8.5 A. Select and refine a topic for research. 1.8.5 B. Locate information using appropriate sources and strategies. Evaluate the usefulness and qualities of the sources. Select appropriate sources (e.g., dictionaries, encyclopedias, other reference materials, interviews, observations, computer databases). Use tables of contents, indices, key words, cross-references and appendices. Use traditional and electronic search tools. 1.8.5 C. Organize and present the main ideas from research. Take notes from sources using a structured format. Present the topic using relevant information

3. Research and Information Fluency Students apply digital tools to get information according to the topic. a. Plan strategies to guide inquiry. b. Locate, organize, analyze, evaluate, and ethically use information from a variety of sources and media. c. Evaluate and select information sources and digital tools specific.

5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: 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. Students: a. Understand and use technology systems. b. Apply the effectively and productively use of technology. c. Transfer current knowledge to learning of new technologies.

Technology Standards:

Essential Questions: (Objectives)

1. If you could take a road trip to united states , where would you communicate? 2. What kind of resources or vocabulary should you use to get your information? 3. How would a variety of writing forms help you to communicate your experiences to others? 4. What are other countries customs, beliefs and traditions

Assessment:

Each student will create a oral presentation to practice the different way to communication that exist. The teacher will have a rubric to grade each student on their presentation skills and their collected information.

Prerequisite Knowledge:

Basic research skills- how to use the internet and computer Be familiar with technology. Know how to find the better information in the web. Listening a conversation.

Computers, Printers, laptop, tablet

Hardware Software Materials and Resources: Internet Websites

-Books Word, PowerPoint

Web site where the students can find interesting information about how communicate with technology. In this webside the students find a lot vocabulary to communicate with others.

Other Materials

-Colored Pencils/Crayons markers, (optional to use in presentation)

Procedures:

1. 2. 3. 4. 5. 6. 7. 8. 9.

Introduce unit and explain the project using the rubric and the direction sheet Brainstorm ideas about how the students can communicate with others peoples. Assign countries to students. Each student has to have a different country Students will start to research country using computers and books. Allow students to research the first few destinations along the way Remind students how to research effectively Explain to student that they have to write a essay using some model in the web. The students have to listen a conversation in the web and answer a little quiz. The students make a PowerPoint Presentation to explain the importance of the technology. 10. Revise and edit presentation

Modifications for Differentiated Instruction:

The teacher have to research about the topic, to get a lot of information for gifted students.