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CREATING YOUR TECHNOLOGY LESSON PLAN

Assignment 12/13
Educational Technology EDUC 2220 Professor Frick bfrick@cscc.edu

This powerpoint will explain each component of the lesson plan assignment. Audio is embedded into most slides. To play the audio embedded on each slide, click on the blue speaker icon and press play.

Lesson Planning
Creating a lesson plan from scratch

You choose the grade and subject area


Plan should incorporate technology in meaningful ways Its fine to borrow ideas from existing lesson plans (thats

how lesson planning works!), but your written work should be your own, and you should infuse your own flavor into the assignment (watch your originality- these will be submitted to turnitin.com)
Download the lesson plan template from Blackboard under Assignment 12/13

Using the Lesson Plan Template


IMPORTANT: When you are finished entering all of your information into the template, any information provided here to help you through the planning process (in RED) must be deleted. While you are working on your lesson plan, SAVE it as you go. When youre completely finished with it, youll submit it to two places:

1. turnitin.com 2. POST to your blog by getting an embed code from

Scribd (see youtube tutorial here: http://www.youtube.com/watch?v=HsLCmhOyEi4

Common Core Standards:


List the standards your lesson will address It is fine to copy and paste

the standards.
See http://ims.ode.state.oh.us/ODE/IMS/ACS/ or http://www.ohiorc.org/ or http://education.ohio.gov/Topics/Academic-Content-

Standards/New-Learning-Standards
for standards related to your area/grade level. If you are planning a lesson for students Pre-K and younger, use the

Ohio Early Learning Standards here: http://education.ohio.gov/Topics/Early-Learning/Early-LearningContent-Standards

Lesson Summary:
Briefly describe the procedures and purposes of the lesson.

Youll go into more detail later, so just provide a summary of what the lesson entails.

Example:

During this lesson students will be calculating the volume of various objects. They will use geometric modeling to estimate the area of common figures along with determining how many of certain objects could fit in a given area. The purpose of this lesson is to give students the tools to calculate the volume of any object along with the tools to estimate the volume of objects that are irregular. Students will be using a computer program called google sketch up in order to create 3d models of real life objects. This will enable them to find the volume of objects and also see how the volume changes when the dimensions of 3d objects are changed.

Estimated Duration:
Include an estimate of the time needed for instruction. (ie.

This lesson will take about two hours. I plan on dividing the lesson into two days, with each class period lasting 55-60 mintues). Keep in mind that for younger students, lesson may need to be broken up into smaller sessions, while older students may benefit from longer lessons.
Your lesson needs to be at minimum 100 minutes long,

and up to 250 minutes long (roughly five 50 minute class periods.) The time can be broken up into as many sessions as you deem appropriate for your grade/age group.

Commentary:
discuss briefly your approach to the lesson here. What do you

anticipate being a challenge? How will you get your students hooked into the lesson?

Example:

I plan on getting the students interested in this lesson by showing them how they will use these skills in life after school and also by showing them some of the things that people have created using google sketchup. This will give them an idea of some of the things they could create for this project and also get them interested in the subject material. I foresee one of the greatest challenges to this assignment being getting students to use the program correctly and efficiently. If you havent ever used software like this it can be challenging to figure out how to do the things you want to do. I will assign my students computers with the more tech savvy individuals being placed near students who struggle a bit more in order to foster peer mentorship, so that all of my students have the tools to succeed.

Instructional Procedures:
(This will be one of the most detailed sections of this assignment).

Describe the instructional steps that will be taken to implement the lesson. For each section of the lesson, document how much time it will take and what students are expected to do. Make sure to cite your uses of technology as often as possible.
Please take the time to provide a clear narrative as to how the lesson will unfold.

Day 1: First 10 minutes: Introductory activity- Students will.. 20 minutes: I willstudents will. Describe what you and your students will be doing as the lesson unfolds. Day 2:
etc.

Example for instructional procedures section:


Day 2: Students will turn on their computers and load up google sketch up.(5 min)
I will hand out their assignment and go over the important aspects of the assignment and answer any questions that the students have.(10min) The students will work independently to create their objects on google sketchup while I walk around and check their work and answer any questions that the students have about both the program and the assignment. (30 min) I will give the students a 5 min warning that the class is about to end and give them time to save their work and log off of the computers. (5 min)

Pre-Assessment:
Identify one strategy to pre-assess student knowledge of the

standards your lesson addresses. Tell me what you will do to determine what your students already know about the information being taught in the lesson. Getting pre- assessment data helps you figure out how quickly or slowly you should move through the lesson. Pre-assessments may be as informal as a reflection on students prior learning, a conversation about concepts or warm-up problems at the beginning of class that are not scored. They may be more formally structured, such as a quiz or an assigned writing topic.
Scoring Guidelines: Define scoring guidelines for the pre-assessment, which may take the

form of teacher judgment, a checklist or another scoring format. Scoring guidelines should reveal whether or not student has met the standard so that instruction can be modified and targeted to learners accordingly.

Post-Assessment:
Your post-assessment should assess what students have learned AFTER the lesson is finished. This may take the form of an exam, a student project (like a digital poster or infogram, or perhaps a youtube or xtranormal video), or maybe a written work.
Scoring Guidelines: Define scoring criteria for the post-assessment. Will you

have a score and percentage for the exam, or will it be pass/fail? How will you grade posters or other student projects? Be able to defend the process behind how you score your post-assessment.

Differentiated Instructional Support


Describe how instruction can be differentiated (changed

or altered) to meet the needs of gifted or accelerated students: this might be an extra challenge assignment using technology, or an opportunity for these students to peer-tutor students who are struggling- explain.
Discuss additional activities you could do to meet the

needs of students who might be struggling with the material.

Extension
Provide a link to a website where students could go to

learn more about the standards you are addressing in your lesson. Briefly explain what the site is and how students could benefit from using it.

Homework Options and Home Connections


Describe work that will be assigned to students outside of

the classroom. (In the next assignment, you may provide examples (generated by you) of student work if possible). Brainstorm ways that you could make these homework activities technology-based.
If your students are too young to do homework, use this

space to explain how youd encourage parent involvement at home in learning the skills addressed in your lesson.

Interdisciplinary Connections
Tell how the lesson can be integrated with at least two other content areas to strengthen student learning. For example, if youre having your students do a comparison and contrast paper on Hamlet and Macbeth, what other subjects could you draw into the lesson? Perhaps youd want to talk about the social and political climate of the time period of the two plays (History) as well as the big questions asked in each play- to be, or not to be? (Philosophy and Ethics).

Another example: Art- There are many different things that can be created using google sketchup which can easily be considered 3d art. The students will be expected to color and design their creations however they want. Social studies- During the second portion of the lesson where I have the students decide how many of a certain object can fit in a certain area, you could easily change the object to people and ask the students how many people can fit in a square mile of land. This can lead to some interesting discussions about population density.

Materials and Resources:


For teachers:
List the materials you will need to teach the lesson. REMEMBER: we want to use technology as much as we can in

this lesson, and make it as helpful as possible to our students. What will you need, and how will you do this?

For students:
List the materials your students will need to complete the

lesson and learn the material. We want students to use technology for this lesson. What will they need (iPads, laptops, a smartboard, etc)?

Key Vocabulary
List key terms that need to be defined prior to or as part of

instruction here.