Effective Technological Integration Lesson Plan
- 1. LESSON PLAN Date: March 14, 2012 School: Nueva Urbana Elementary Teacher: Mrs. González Grade: 1rst I. Theme: Fact and Fantasy Comments: II. Phase: _X_ Exploration ___Conceptualization ___Application III. Integration: Technology, Art and Spanish IV. Standard(s) and Grade Level Expectation: Content Standards 1th Grade Expectations LISTENING/SPEAKING: ___L/S.1.1 Listens and responds to basic commands, instructions, and routine questions during story time using expressions to The student uses the English demonstrate engagement. language to interpret oral input, ___L/S.1.2 Develops and demonstrates phonemic awareness and construct meaning, interact with auditory discrimination to identify distinctive sounds. confidence both verbally and X_L/S.1.3 Uses basic vocabulary and language patterns to identify nonverbally, and express ideas and describe familiar concepts related to self, to family, and to effectively in a variety of interact with peers. personal, social, and academic ___L/S.1.4 Offers and responds to greetings and farewells using contexts. the appropriate courtesy expressions. ___L/S.1.5 Uses both verbal and nonverbal forms of communication to express feelings, needs, experiences, and reacts to pictures and simple language cues after listening to read aloud. READING: ___R.1.1 Recognizes letter-sound relationships to decode words and phrases fluently. The student uses reading ___R.1.2 Uses phonemic awareness strategies to manipulate sounds strategies, literary analysis, and and form new monosyllabic words. critical thinking skills to _X__R.1.3 Uses context clues and illustrations to identify details construct meaning and develop an and to determine the meaning of unfamiliar words; demonstrates an understanding as well as an acquisition of grade level vocabulary. appreciation of a variety of ___R.1.4 Identifies the main character(s) and uses picture cues to genres of both fiction and identify similarities and differences between characters within nonfiction. narrative text. ___R.1.5 Identifies story organization of beginning, middle, and end within narrative text. WRITING: ___W.1.1 Recognizes and writes the letters of the alphabet; writes initial and final consonants in CVC (consonant-vowel-consonant) The student effectively pattern words. communicates to a variety of _X_W/1.2 Writes name correctly; copies words and simple three audiences in all forms of writing word sentences using left to right, top to bottom progression; through the use of the writing applies appropriate spacing between letters and words; uses process, proper grammar, and age phonemic awareness and phonics strategies to spell words. appropriate expressive ___W/1.3 Identifies a complete sentence using capitalization; vocabulary. recognizes ending punctuation. _X_W.1.4 Writes to describe a picture, person, or object; writes sentences of two or three words in length. ___W.1.5 Uses a picture dictionary as an aid to the writing process. V. Depth of Knowledge: _X_ L1 Recall _X_ L3 Skills/Concepts _X_ L2 Strategic Thinking _X_ L4 Extended Thinking VI. Objectives: Conceptual: After watching the movie clip of Charlotte’s Web the students will be able to recognize the difference between fact and fantasy.
- 2. Procedural: The students will be able to differentiate fact and fantasy pictures in a given handout. Attitudinal: The students will provide their opinions about fact and fantasy scenes from the movie clip. VII. Materials: a. Curriculum Material: Reading Good Times we Share Vocabulary Words: b. Teaching Devices: Pictures / Flash Cards ________________ c. Technological Materials: Charlotte’s Web Movie Clip ________________ ________________ VIII. Procedure: ________________ a. Initial Activities: ________________ 1. _X_ Greetings 2. _X_ Date 3. _X_ Attendance ________________ 4. _X_ Review on: Collectively the students will construct a ________________ conceptual map of fact and fantasy on the board. ________________ 5. Motivation Act. Role play sleeping bunnies ________________ 6. Other Activities:, Diversity, Creativity, Leadership, and Soc. Trans. ________________ Captain of the Day! ________________ 7. Statement of Aims: differentiate fact and fantasy scenes. ________________ ________________ Developmental Activities: the students will observe different pictures of fact and ________________ fantasy in order for them to start to differentiate one from another. The students ________________ will watch the movie clip Charlotte’s Web and they will identify different scenes of ________________ fact and fantasy. b. Closing Activities: The students will identify the picture that represents either fact or fantasy and will write a sentence to describe the picture. Guide Questions: IX. Assessment Techniques: __ reflective diary __ collage __ summary __ conceptual map __check list __ rubric __ interview __ group discussion __ concrete poems __ debate __ drama __ graphic organizer __ comic strips __ projects __ illustration __ painting/drawing __ portfolio __ games _questionnaire __ anecdotic record __oral reports __ skit X_ observations X. Homework: Find fact and fantasy scenes either in a movie or tv program. XI. Special Accommodations offered: Individual help was provided to the students.
- 3. I. Teacher’s Reflections (material, method, and objectives): I consider the material was excellent I used the video clip from Charlotte’s Web in order for the students to understand the difference between fact and fantasy. The activities develop fluently. XII. Values: ___ integrity ___self-esteem ___friendship ___discipline ___equality ___loyalty ___tolerance ___sincerity ___sharing ___dignity ___love ___courage _X_honesty ___courtesy ___solidarity ___caring ___justice ___respect ___compassion ___responsibility ___ OTHER: Prepared by: Dr. Carlos Báez Moctezuma 2011
- 4. Reflection: Outstanding model of Technology Integration In this lesson I integrated technology in order to be able to reach all of my students. For the story I like to Hop I wanted to cover fact and fantasy. Before the students read the story I wanted them to understand the difference between fact and fantasy. In order to work these two terms I presented two different video clips. I use video clips from Charlotte’s Web and The little Rascals. I know for a fact that children love these two movies and they are excellent tools to treat fact and fantasy. The students seem to enjoy this class activity. As a matter of fact the result exceeded my expectations. The students had an excellent performance in fact and fantasy exercises throughout the unit. I believe that one of the key factors to enable the students to engage in a positive learning environment is motivation. In my perspective integrating technology serve as a motivation technique for our students. This is the era of technology teachers should embrace it and use it as a learning tool for our students.