Lesson planning for technology
- 1. Lesson Planning Lesson Background Name: Michele Deschenes Date: 5/23/14 Topic of Instruction (strand): Author’s point of view Lesson # of the intervention plan or unit: 1 Class Type: Small group of special ed students (4). 2 students with autism, 2 students with learning disabilities. Objective(s) (based on pre-assessment data): Based on MAPs data, students do not have a full understanding of author’s point of view. Students will be able to anticipate and understand the author’s point of view. They will create a story from their point of view. They will compare their point of view to others point of view. Common Core standard (s) Addressed: CCSS RL.6.6 Explain how an author develops the point of view of the narrator or speaker in the text. CCSS RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. CCSS RI.6.9 Compare and contrast one author’s presentation of events with that of another. CCSS W.6.3 Write a narrative to develop real or imagined experiences or events using technique, relevant descriptive details, and well-structured events. CCSS SL.6.2 Interpret information presented in diverse media and formats (e.g. visually, quantitatively, orally) and explains how it contributes to the topic, text, or issue under study. CCSS SL.6.5 Include multimedia components (e.g. Graphics, images, music, sound) and visual displays in presentations to clarify information. CCSS L.6.3 Use knowledge of language and its conventions when writing, speaking, reading or listening. CCSS L.6.2 Demonstrate commands of the conventions of standard English capitalization, punctuation and spelling. Reading Standards: Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard. Reading and Responding 1.4 Students communicate with others to create interpretations of written, oral and visual texts. Oral Language Standard: Students will listen and speak to communicate ideas clearly 3. Communicating with Others. Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences 3.2 Students prepare, publish and/or present work appropriate to audience, purpose and task. 3.4 Make oral presentations that show appropriate consideration of audience, purpose and information to be conveyed. *21st Century Frameworks: Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work. (Work creatively with others) *21st Century Frameworks: Use a wide range of idea creation techniques (such as brainstorming). (Think creatively) *21 Century Frameworks: Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts. (Think creatively) Bloom’s Taxonomy: Knowledge: read, retell, and reproduce. Comprehension: compare, discuss, explain Application: illustrate, construct, produce Analysis: analyze, focus, order. Synthesis: plan, compose, express.
- 2. Evaluation: judge, support, justify. Affective Domain: contributes, questions, supports. Lesson Procedure Initiation (narrative/notes/bullets): The students will look at a book (with no words) and determine the author’s point of view and central idea in the original story. They will explain and show evidence to support their analysis. They will then create a story on power point using the same book. They will choose a point of view from one of the character in the book. They will use proper punctuation, capitalization and spelling. They will present their story to the class for peer review and to allow the class to determine the author’s point of view. Teaching Process (narrative/notes/bullets): Day 1-introduce first person, third person story telling. Read two stories- one in 1st , one in 3rd person. Have students identify what person it is written in. Compare author’s point of view between two stories. Have students write sentences, on a topic, in 1st and 3rd person. Day 2- Review/discuss first person/third person story telling. Read/show book “Good Dog Carl” ask: what person is it written in. Discuss other possibilities it could have be written in. *Brainstorm ideas of how the story could be written. Have them choose which “person” to write it in. Begin story construction in Little Story. Choose pages they want to include in their story. Write dialogue, crop pictures and drag pictures into their book. Day 3- Continue construction of books, add voice to book. Day 4- Continue construction of books and voice. Edit sentences: punctuation, spelling. *Brainstorm ideas of how to do a presentation. Day 5- Orally present story to peers and complete a rubric (*) on your work as well as other’s work. Compare others story to own story. Explain why you chose that point of view. How does your point of view within the story change the story concept? Day 6-Complete a story monkey survey regarding how you enjoyed/did not enjoy doing this project. Differentiation strategy (s): Assistance for students with writing concerns, help students with spelling and writing, peer assistance. Students with attention problems can pass out materials. Assist students to use think aloud process to determine author’s point of view. Assist students with rubric. Use of technology: Little Story Creator ap. for personal story: writing, voice added to story, presentation through ap. Word to crop photos. Survey Monkey to evaluate their project. Closure (narrative/notes/bullets): Discuss process of creating a story in your own point of view. Compare their point of view to their peer’s point of view.
- 3. Assessment Tool (attached)/Results (data table of pre and post assessment data: MAPs testing data identifying need for instruction in author’s point of view. Rubric for teacher assessment, self-assessment and peer assessment via Survey Monkey. Narrative (based on assessment data) of Student Learning: Day 1-students thoroughly understood 1st person and 3rd person point of view by the end of lesson. One student needed more sentences to establish full understanding of 1st and 3rd person point of view. One student understood rather quickly and elaborated more extensively with his sentences. Day 2- all students were able to identify the point of view of the story. Brainstorming session was successful with good conversation about how the story could change progression with the author’s point of view. Day 3- The students continued working on their stories. One student was absent. One of the autistic students didn’t want to hear his voice in the story. He blocked his ears each time he had to listen. He put so much expression into his story where he is usually very monotone in his speaking. Day 4- All 3 stories were completed today. The students did a presentation for each other and completed rubrics on each other. One student was on a field trip and still unable to complete his story. Day 5- Discuss the stories and the different points of view. Still one student unable to complete his story. Two of the students listened to each other’s story and then completed the Survey Monkey survey. One student was absent. Data based decision making-Next lesson objective and differentiation based on assessment data): The next lesson will be author’s point of view using three different wordless texts, allow students to chose their book, less guidance and writing collaboratively with a peer. Closure: Review outcomes of this lesson/shared thinking: I thoroughly enjoyed doing this lesson with the students. The students expressed that they enjoyed doing the project as well. The objective was met in that the students have a better understanding of point of view. They were able to tell me, without hesitation, what “person” other students wrote their story in, and who was telling the story. They were creative and cooperative with this entire activity.
- 4. Teacher notes: First person: The first person viewpoint uses the "I". Your main character is telling the story in his or her own words. This point of view allows the writer to easily show the characters personality because every thought, feeling and opinion expressed in the narrative comes from that character. The author must know the main character very well before starting the story. The limitations to this viewpoint are that the character must remain actively involved in the story at all times, otherwise he ends up standing on the sidelines and describing the action in long, telling passages. Physical descriptions of the main character come through dialogue from other characters ("I've always loved your curly hair, "Sue told me) or by the main character comparing himself to another person (I have my dad's blue eyes). Rarely does a character stop and describe herself for no reason. When working in first person, you can only show the thoughts of your main character, and you can only see the events your main character sees. The thoughts of other characters must be expressed through dialogue. First person, past tense is the most common, and effective, narration technique. Third person, subjective: With third person you use the pronouns "he" and "she," but you are still telling the story through one character's eyes. You get close to your main character by showing only his or her thoughts and feelings and following that character through the story, but you don't have to write the narration as if it's coming out of your main character's mouth.
- 5. Author’s Name: ________________________________________ Scorer’s Name: ____________________________________ Point of View Rubric 4 3 2 1 Comments Focus on Assigned Topic The writing piece is related to the assigned topic and allows the reader to understand more about the topic from the author’s points of view. Most of the writing piece is related to the assigned topic. The writing piece wanders off, but the reader can still follow the topic from the author’s points of view. Some of the writing piec e is related to the topic, but the reader has difficulty with the point of view No attempt has been m ade to relate the writing to the assigned topic of author’s point of view. . Creativity The writing piece contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his/her imagination. The writing piece contains a few creative details and/or descriptions that contribute to the reader’s enjoyment. The author has used his/her imagination. The writing piece contains a few creative details an d/or descriptions, but the y distract from the story. The author has tried to u se his imagination. There is little evidence o f creativity in the writing piece. The author does not see m to have used much imagination. Sentence Structure All sentences are well‐ constructed with varied structure. Most sentences are well‐ constructed and there are some varied sentence structures in the essay. Most sentences are well constructed, but there is no variation is structure. Most sentences are not well constructed or varied. Grammar and Spelling Author makes no errors in grammar or spelling that distract the reader Author makes 1‐ 2 errors in grammar or spelling that distract the reader fr om the content. Author makes 3‐ 4 errors in grammar or spelling that distract the reader from Author makes more than 4 errors in grammar/ spelling that distracts the reader from the content.
- 6. from the content. the content. Presenta- tion of book The student presented/read story with ease. The student presented/read the story with little difficulty The student presented/read the story with some difficulty The student made several mistakes with the presentation. Survey Monkey The student critic was appropriate. The student critic was somewhat appropriate. The student critic was minimal. The student critic was less than minimal. Total Total score: