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Spring 2017

Immersion I Lesson Plan Format


Field Study Teacher: Judy Manwell School: Dulce Schools
Grade Level: 9th 12th Number of Students in Class: 16
Unit: Civics Lesson Duration: 55 minutes
Day, Date, and Time of Lesson: November 6 10, 2017

1. Objective(s):Studentswill:
LearnthebasicsoforganizingaWebsite;
UnderstandwhatmakesaneffectiveWebsite;
Organize,refine,andpresentinformationaboutintegratingrelevantaspectsofculture
andwater,andapproachestolearningintotheschoolcurriculumindifferentforms,
includingimages,soundsandtext;andworkcollaborativelyasaWebdesignteam,either
insmallgroupsorasaclass

2. ColoradoAcademicStandards:ColoradoStateAcademicStandards
Contentarea:VisualArts
GradeLevelExpectations:HighSchool
Standard3.Useoftechnologytoorganize,refineandpresentinformationabout
integratingrelevantaspectsofindigenousknowledge.
ISTEStandardsforStudents
1. CreativityandInnovation
6. TechnologyOperationsandConcepts
Evidence Outcomes: Students can:
a. Engageethicallyincivicactivitiesincludingdiscussingcurrentissues,practicing
theirresponsibilities.

2. LearningTarget(s):Theeducationalbenefitofthisprojectwillbeasfollow:
Appreciateclimatechange,andthebenefitsofWatertoallearthinhabitants
RespectMotherEarthsgiftsofwater,airandFirethroughatechnology
project.
3. Assessment:
Studentsgradesshouldbebasedontheirabilityto:
a. PresentaccurateinformationandunderstandthesubjectmatteronWater
b. Findandselectandorganizerelevantinformation
c. UnderstandtheunderlyinghierarchicalstructureofasimpleWebsite
d. Matchthecontent,language,andillustrationstotheirintendedaudience
e. Worktogetherwellinsmallgroupstodesignthesite

Key Vocabulary: Animation, record a short video, audio clip, interactive features,
blog, poll, create a website

Prerequisite Technology Skills: 1. Online literacy ability to judge the quality of

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content
2. Critical thinking to employ sound thinking and decision making in each tech
area
3. The science behind the technology what it takes to make the software and
piece of hardware. 4. Adaptability Having resources, initiative, risk-taking, and
creativity to learn and master any technology.
5. Courage - Being able to experiment with a technology or software, not worrying
if it is being used correctly.

4. Materials:
Wix.comfreewebsite
http://www.educationworld.com/a_tech/techip06b.shtml
eSchoolMediaSites
Toolsfordifferentiationbasedonstudentreadiness:
1. BloomsTaxonomy
2. TomlinsonsEqualizer
3. ConceptbasedTeacher
Responsibilities:
Education Content Creation: There is a need to have someone develop curricula for
Water Culture Programs.
Requirements: Ability to use Google Drive, Google Sheets, and Google Docs, Wix Website
Ability to distinguish between trusted sources and biased or improper
sources
Fluency in English Speech and Grammar
Professionalism you will do your best to produce quality content, and take
your work seriously

5. Introduction/AnticipatorySet:ThinkPairShareCooperativeLearning
Thistechniquegivesstudentstheopportunitytothinkandshareaboutthequestion,
Doallcultureshavethesamerespectforwater?,andwhyisitoursocial
responsibilitytoknowaboutourrespectforwater,andhowcanwebemoreinformed
aboutthisproblem,andshareananswerinasmallersettingbeforeansweringinfront
oftheentireclass.

1. Teacherasksaquestionandtellsstudentstheyhavefiveminutestothinkabout
ananswer.Neitherstudentsnorteachershouldtalkafterthequestionhasbeen
asked.
2. Afterthedeterminedamountoftime,theteachertellsthestudenttoturntoa
classmateandsharetheiranswer.
3. Afterstudentshavesharedwithapartner,callontwoorthreestudentstoshare
theiranswer(ortheansweroftheirclassmate)withtheentireclass.Sometimes
studentsaremorewillingtosharewhattheirpartnersharedthantheirown

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answer.

6. EssentialQuestionorBigPictureStatement
Doallcultureshavethesamerespectforwater?

7. StepbyStepLessonProcess:
1. HavestudentsvisitonetothreeWebsitesoftheirownchoosing15minutes
(Studentwilldo)
2. Askstudentsaboutwebsite:whoistheintendedaudience,purposeofsite,
cleanlinessofsite,contenteasytoaccessandreadmaterial,askifanyfeatures
theydontlike10minutes(Teacherwilldo)
3. Discussterminology,andillustration,animationsoranyotherfeatures15
minutes(Student/Teacherwilldodiscussion)
4. Groupstudentsintoteamsoftwo5minutes(Teacherwilldo)
5. Explainhierarchicalstructureofwebsite5minutes(Teacherwilldo)
6. Askstudentstoworktogethertodiagramtheirwebsitestructure5minutes
(studentswilldo)
7. Plantheirpages5minutes(studentswilldo)
8. Encouragestudentstotakeresponsibilityforaspectsoftheirpage(teacherwill
do)
9. Brainstormingsessionwitheachgroup5minutes(Student/Teacherwilldo)
10. Havestudentschooseastylefortheirsite5minutes(Studentwilldo)
11. FamiliarizestudentswiththeWix.comwebsite5minutes(Teacherwilldo)

Check for understanding and review objective and assessments on (Do all cultures have the
same respect for water? (five minutes)
Guided practice: Review information with students so that students will understand what
the assignment was about. (five minutes)
Independent Practice/Application:
Allow students to think/pair/share so they will be able to discuss what Do all cultures have
the same respect for water? and their share responsibility is about. (five minutes)
Share/Debrief:
Reconnect students to learning targets (five minutes)

Differentiation:
The learning Target will not change with the Differentiation techniques Lesson Plan.
Assessment: Assessment should focus on students use of knowledge and complex reason
rather than their recall of low-level information. Instruction must reflect the best of what we
know about how learning occurs to support this high level of instruction and assessment, the
teacher needs a constant stream of assessment data.

The goals of this course are to have students develop an understanding of differentiated

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assessment strategies. By the end of this course students will be able to: utilize differentiated
assessment tools, strategies and activities to identify a students strengths and needs; apply
the latest research related to effective assessment techniques; effectively utilize a variety of
assessment tolls that are easy to remember and apply; and create a positive learning culture
for assessment experiences.

8. Course Outline refers to a study plan that includes required reading, video
viewing, worksheets, application assignments, and progress reports.
9. Differentiated Assessment Strategies:
Objective: to have students understand the scope and sequence of this course, to
expose them to key concepts, to have them preview course videos and lessons, and
have them complete an assessment of their current approach to assessing students
strengths and needs.
10. Differentiated Assessment Strategies: Self-Evaluation
Objective: to have students understand how to learn self-reflection/skills; to have
students create, implement, and evaluate a lesson or unit based either on the
techniques demonstrated in the video or strategies suggested in the course text and
readings.
Assignments and Activities: Required reading in course text, viewing of video,
course of study, supplementary reading/activities, and setting of a learning goal for
the course.
11. Performance Task Learning Goal:
Students need to understand their role in appreciating Water, and that they are
caretakers of Mother Earth, and most of all have respect for Earths gifts of water.
12. Closure:
Students will fill out a self-evaluation form based on their techniques for
organization, content knowledge, and feedback from their peers (Think/Pair/Share),
mechanics, and Delivery after presentation. Students will also be given a grade on
their presentation, and provided feedback comments.

Information on Website Building - Technology


http://www.wix.com/html5bing/hiker-create?experiment_id=website%20creation
%5Ebp%5E13356612997%5Ewebsite%20creation%20software%20program%20for
%20young
%20students&utm_campaign=ms_us_b_1_June_2016%5Ecrt_create&utm_medium=
cpc&utm_source=bing

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Name: ________________________ Teacher: _______________________

Date of Presentation: ____________ Title of Work: ___________________

Criteria Points

1 2 3 4

Student presents
Student cannot Student presents
Student has information in
understand video information in
difficulty following logical, interesting
Organization because there is no logical sequence ____
video because of sequence which
sequence of which audience can
inattention. audience can
information. follow.
follow.

Student is Student
Student does not have uncomfortable with demonstrates full
Student is at ease
Content grasp of information; information and is knowledge (more
with content, but ____
Knowledge student cannot answer able to answer only than required)with
fails to elaborate.
questions about subject. rudimentary explanations and
questions. elaboration.

Feedback from
None. Good Best. Excellent. ____
peers

Student's presentation Presentation had Presentation has no


Presentation has no
had four or more three misspellings more than two
Mechanics misspellings or ____
spelling errors and/or and/or grammatical misspellings and/or
grammatical errors.
grammatical errors. errors. grammatical errors.

Student mumbles,
Student incorrectly Student used a
incorrectly pronounces Student's voice is
pronounces terms. clear voice and
terms, and speaks too clear. Student
Delivery Audience members correct, precise ____
quietly for students in pronounces most
have difficulty pronunciation of
the back of class to words correctly.
hearing presentation. terms.
hear.

Total----> ____

Teacher Comments:

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Spring 2017

Reflection:

The objective sharing results were good, and the question asked by my teacher was on the
presentation part of: What does teaching mean to you? I gave the same presentation to two different
classes, the first was a question and answer presentation, which was not too well received by the students.
The only question that was asked was if I had plans to go back to my hometown and teach there. I
responded to the question affirmatively. The second presentation was based on what do I want the
students to produce, create or do? The question I gave was on the think/pair/share with each other on a
question that I posed to them? I asked the students to give examples of how they would react if in 10-20
years from now when they were parents, how would they feel if their student(s) reacted about: Do all
cultures have the same respect for water? This question ensued on discussions among the students and
how they felt. This discussion continued for about fifteen minutes, and I asked various students to give
me their feedback. This type of presentation involved students feedback, and I received all different
types of answers about how they felt on the subject. Never once did they ask me a personal question, it
was all about how they felt about the question asked.

I felt that the question/answer part of the question was the wrong approach, and that more
involvement was needed by the students. I felt that the second presentation was even more successful,
and I will use this approach to teaching as a standard I have set for myself. This was my actual first time I
have had to teach a class, and I enjoyed the feeling of connecting with the students on a one-to-one basis.
The students produced and created their own scenarios and gave examples of how they felt should they
have children, and what their reaction would be to the situation.

The students gave of themselves, and pictured themselves as potential parents. From the
discussion they were adamant that they would have discussions with their children, and allow their
children to make their own choices as the child grew older. I do need more experience in teaching
students, and I was glad for the opportunity to be involved in the actual experience. However, I know that
I have to learn by experimenting with different styles of presentation, not always using the same old
approach.

My practicum teacher was very polite, and wanted to show me her style of teaching, and I was
glad that she was polite, and wanted to show me how to teach students. I know I have a lot to learn, and
hopefully I can somehow emulate your style, and learn to work with students to learn the information
properly and apply it to the best of their ability.

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