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ASSURE Lesson Plan

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ASSURE Lesson Plan covering the Great Depression

ASSURE Lesson Plan covering the Great Depression

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  • 1. Lisa QuraishCIMT 543Spring 2012Dr. Ziaeehezarjeribi ASSURE Lesson Plan“Create a lesson plan on any topic with which you are familiar. The lesson plan has to follow theASSURE model”Introduction Smaldino, Lowther, and Russell (2012) introduce the ASSURE lesson plan and cover itin depth in chapter three of their Instructional Technology and Media for Learning text. Usingtheir model, I created a lesson plan designed for a fifth grade general education classroom. Thislesson will integrate technology into a social studies and language arts lesson on the GreatDepression. Following the lesson, students should be able to demonstrate a generalunderstanding of the Great Depression, as well as know how to properly write a letter usingblock format. This lesson will serve as the foundation to prepare students for an upcoming GreatDepression WebQuest assignment. Lesson PlanTopic: Social Studies: The Great Depression English: Writing and formatting a formal letter Analyze LearnersGeneral The audience consists of 22 fifth grade students at a rural elementaryCharacteristics: school. There are 12 girls and 10 boys. A number of students (6) are classified as “living in poverty” as can be seen by the free and reduced lunch rates. The remainder of the class comes from working and middle class families. Three 1
  • 2. Lisa QuraishCIMT 543Spring 2012Dr. Ziaeehezarjeribi students have identified learning disabilities. The school system practices inclusion, so the special education teacher or aide comes in at least once a day to work with these students and they also have the option of going to the special education room for guidance on a project or test. No students have been officially identified as “gifted,” although quite a few (eight) are reading well above grade level and excel on most all assignments. Students show an appreciation for using technology in learning and assessments and have benefited from listening to music during independent work time.Entry SS: Students are familiar with the Great Depression through the novel Bud,Competencies: Not Buddy by Christopher Park Curtis. This novel was read recently as part of the English curriculum. LA: Many students already have cell phones and accounts/profiles on social networking sites. Some have even begun to show an interest in blogging. While the extra practice in writing is always welcome, students are developing a standard attitude of “informality” in their writing that needs to be addressed. Technology: Students are proficient in Microsoft Word, use the “track changes” feature regularly in peer editing exercises, and are comfortable navigating internet sites that they have been directed to.Learning Styles: Learning styles vary but on average students seem to fall into one of the following three categories: linguistic, visual, or existentialist. The majority of students in the class show a tendency toward musical intelligence and dislike 2
  • 3. Lisa QuraishCIMT 543Spring 2012Dr. Ziaeehezarjeribi working in silence. All students are motivated by the use of technology in instruction. State Standards and ObjectivesCurriculum and Curriculum: Indiana Academic 5th Grade Language Arts StandardsTechnologyStandards: Writing: Processes and Features 5.4 Writing: Applications (Different Types of Writing and Their Characteristics) 5.5 Writing: English Language Conventions 5.6 Indiana Academic 5th Grade Social Studies Standards Roles of Citizens 5.2.8 Economics 5.4 Technology: NETS-S (2007) Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations.Learning Given Microsoft Word software, the learner will compose a letter in blockObjectives: format and score 13/15 or higher on the teacher created “Letters to Lady Obama” rubric. 3
  • 4. Lisa QuraishCIMT 543Spring 2012Dr. Ziaeehezarjeribi The learner will demonstrate a general understanding of the Great Depression by playing the teacher created PowerPoint version of “Jeopardy: Great Depression Edition” scoring 5000/6000 or higher when completing the game individually. Select Strategies, Technology, Media, and MaterialsDescription of Select Strategies: This lesson lends itself well to both teacher and studentMaterials Needed: centered strategies. I have chosen to use teacher centered strategies for the beginning, by presenting a PowerPoint that I have created. The PowerPoint will be good for the introduction due to the embedded video, graphics, and explanatory text. At this point in the lesson, students do not have the background knowledge to successfully work on their own, hence the teacher centered strategy of “presentation” is chosen. This follows the suggestions of Smaldino, et al. (2012) when they state that it is “during the Utilize step (of the ASSURE lesson plan) that teacher-centered strategies are implemented” (p. 70). I will use student centered strategies to conduct the remainder of the lesson. “With student-centered strategies, teachers serve as facilitators who offer guidance as students engage in interactive learning activities and experiences...” (Smaldino, et al., 2012, p. 72). Students will be given the resources and hardware/software necessary to fully utilize them, and allowed to explore on their own (in pairs). They will decide what is important and what they wish to carry over into the letters they compose. With the help of a 4
  • 5. Lisa QuraishCIMT 543Spring 2012Dr. Ziaeehezarjeribi PowerPoint Jeopardy game that I have created, they will then self assess whether or not they have discovered the key points from each resource. Select Technology and Media: This lesson involves student use of computers, the internet, and Microsoft Word software to compose letters in block format to First Lady Obama. The computer lab will be used for this lesson, for each student will need access to a computer with internet access. The lab also has a ceiling mounted projector on site for the PowerPoint to be displayed. A CD player that will allow the teacher to play music from the depression era while students compose their letters is also available on site. Students (divided into pairs) will be given a copy of Russell Freedman‟s picture book, “Children of the Great Depression” as well as instructions to visit the following websites for accurate Great Depression information: http://www.digitalhistory.uh.edu/learning_history/children_depression/help _president.cfm, http://www.usmint.gov/kids/timemachine/, http://newdeal.feri.org/eleanor/index.htm Smaldino, et al. (2012) provide a “Selection Rubric Criteria” to be used to judge the qualities and appropriateness of chosen technology and media (p. 46). Following I will apply their rubric to the choices discussed above: Alignment with standards, outcomes, and objectives. – The chosen software and sources provide the tools and information necessary for students to meet the learning objectives. Accurate and current information. - The websites have been 5
  • 6. Lisa QuraishCIMT 543Spring 2012Dr. Ziaeehezarjeribi reviewed and content has been found to be accurate. Currency of information is not applicable to this project. Age-appropriate language. – Microsoft Word is written at a level a little high for fifth grade, but student and teacher familiarity with the software, as well as help options, more than make up for it. The websites were specifically created for student use. Interest level and engagement. – The software allows for students to personalize their letters and the websites incorporate photos and flash applications to hold student interest. Technical quality. – Microsoft Word is superior word processing software. The websites are of high quality and all hyperlinks seem to be working. Ease of use. – Students are very comfortable using Microsoft Word and navigating through websites. Bias free. – The selected resources are free of bias. User guide and directions. – The teacher has enough first-hand experience with the software to assist students with technical difficulties. Select Materials: The materials for this lesson include a teacher created PowerPoint presentation (Great Depression/Block Format), 22 printed copies of the Scholastic “Business Letter Format” resource found at 6
  • 7. Lisa QuraishCIMT 543Spring 2012Dr. Ziaeehezarjeribi http://teacher.scholastic.com/lessonplans/format.pdf, 22 computers with Microsoft Word software and access to the internet, a ceiling mounted projector, a CD player, a CD of Great Depression era music (The Great Depression: American Music in the „30s), 22 “Letters to Lady Obama” rubrics (created by teacher), 11 copies of “Children of the Great Depression” by Russell Freedman, and a teacher created Great Depression Jeopardy game to be used in assessment. Utilize Technology, Media, and MaterialsPreview: I will preview the websites students are to explore to make sure they are still active. I will read over the information that I expect them to read to determine if it is relevant and a good choice of resource for the content and grade level.Prepare Materials: I will reserve adequate time in the school computer lab, make sure the lab ceiling mounted projector is working, as well as at least 22 student computers (out of a lab of 30). I will ask the technology coordinator which have been having problems and mark them accordingly. I will print one master “Block Letter Format” resource from my computer and then use it to make 22 student copies. I will create a PowerPoint presentation to be used in instruction, a rubric to grade letters on form, content, and mechanics (22 copies from the school copier), and a PowerPoint Jeopardy game to assess student knowledge of the Great Depression.Prepare The lesson will take place in the computer lab and non-working computersEnvironment: 7
  • 8. Lisa QuraishCIMT 543Spring 2012Dr. Ziaeehezarjeribi will be marked. Students know the routine for working in the computer lab, how to long on, and to check back with the white board for repeat instructions. I will have written the necessary website url‟s as well as instructions for opening and saving a document to the students H-drive in Microsoft Word.Provide the I will open the lesson with a PowerPoint presentation I have created thatLearningExperience: covers general information about children during the Great Depression (including a video, images, and text) and presents students with the information necessary to write a formal letter in standard block format. I will pair students, keeping in mind ability level (low readers will be paired with high readers, etc.) and instruct them to read through the three provided websites and one provided book, taking notes while doing so. Afterwards, students will move to individual computers, open Microsoft Word, and begin writing their own letters to First Lady Obama. Students will peer edit and revise using Microsoft Word‟s “Track changes” feature (which they are familiar with). This will allow the author to accept or reject changes made to the document. When students are through they will be prompted to print. The close of the lesson will be each student‟s individual completion of the teacher created PowerPoint Jeopardy: Great Depression Edition game. Students will self score, writing down which questions they got right and wrong, adding points for correct answers and doing nothing for incorrect answers. Score sheets will be turned in, with a score of 5000 of a possible 6000 demonstrating satisfactory knowledge. 8
  • 9. Lisa QuraishCIMT 543Spring 2012Dr. Ziaeehezarjeribi I will bind student letters into a book to be housed in the classroom once all students have achieved 13/15 on the “Letters to Lady Obama” rubric. Students scoring less than a 13 will be given time for revisions on the class computer. Since letters will be saved on student‟s H-drive, the file will be accessible from any school computer with Word software. Require Learner ParticipationActive Mental I will pair students and instruct them to go toEngagement: http://newdeal.feri.org/eleanor/index.htm and read through the sections titled “How the Depression Affected Children,” “The Letters,” and “Mrs. Roosevelt‟s Response.” Students will also be asked to visit http://www.usmint.gov/kids/timemachine/, and http://www.digitalhistory.uh.edu/learning_history/children_depression/help _president.cfm while taking notes of pertinent information. I will closely monitor students to make sure they are staying on task and on the suggested web pages. Once it looks as if students are finishing up, I will prompt a class discussion on what they‟ve just read.Engage Learners At this point students will be prompted to open up Microsoft Word toin Practice: begin drafting their own letter of request to First Lady Michelle Obama. I will play 1930‟s era music during this work period. As students finish up they will use peer editing and revising using Microsoft Word‟s “track changes” feature (which they are familiar with from past projects) to finalize their work. Once students are satisfied with their work they will print them to the lab printer and 9
  • 10. Lisa QuraishCIMT 543Spring 2012Dr. Ziaeehezarjeribi turn them in.Provide I will use the “Letters to Lady Obama” rubric I created to grade studentPerformanceFeedback: letters on content, form, and mechanics. The PowerPoint Jeopardy will provide students with immediate feedback on what they have learned about the Great Depression. Evaluate and ReviseAssessment: Authentic Assessment: Student composition of a letter in block format scoring at least 13/15 on the assignment rubric. Student completion of Jeopardy: Great Depression edition, with notes turned in listing all questions completed right and wrong. I have found that requiring detailed notes/reports on self-checked assignments reduces dishonestyReflection: After viewing students‟ letters it is clear that more time should have been devoted to this project. Approximately 25% of students had to do additional revisions before letters were ready for publication. The amount of time between completion of the project and presentation of the class book left student interest for reading the class letters low. Quicker publication or publication that employs more student input would make for a more meaningful assignment. The majority of Jeopardy results were at or above the expected outcome 10
  • 11. Lisa QuraishCIMT 543Spring 2012Dr. Ziaeehezarjeribi (5000/6000). The questions were written with the provided resources in mind and students appreciated the coherence between activity and assessment.Revisions: Students seemed happy with these activities and I think they will feel comfortable diving into the WebQuest (over additional Great Depression content) next week. Were I to teach this lesson again, I would lengthen the assignment from just one computer lab session to two or three. Students need time to think over information in order for it to be “learned,” so to have the lesson, engagement, and assessment all happen within a couple hours may not give the most accurate portrayal of students‟ real knowledge. I would consider publishing the letters in a class blog to quicken the turnaround, involve parents, and raise interest. Publishing to a blog and inviting parents to view increases student interest and pride and makes the assignment more meaningful, relevant, and memorable. The technology and media used for the lesson were appropriate for student age(s) and to meet the learning objectives. 11
  • 12. Lisa QuraishCIMT 543Spring 2012Dr. Ziaeehezarjeribi Letters to Lady Obama Rubric (Modified from: http://www.rcampus.com/rubricshowc.cfm?code=Q3XW87&sp=true) Category 5 3 1 Format Includes correct 1 or 2 errors in 3 or more errors in (Block Format) margins, spacing, formatting. Includes formatting and/or indentations, font, and all 5 elements of a missing one or more alignment. Includes all letter in block format. of the 5 elements of a 5 elements of a letter letter in block format. in block format. Mechanics and No errors in spelling, 1-3 errors in spelling, 4 or more errors in Spelling punctuation, or punctuation, or spelling, punctuation, grammar. grammar. or grammar. Content and Follows the class Missing at least one Missing two or more Organization example: introduce component from the components from the yourself, express your class example: class example: opinion/concern, and introduce yourself, introduce yourself, address how the express your express your recipient could opinion/concern, and opinion/concern, and possibly remedy the address how the address how the concern. recipient could recipient could possibly remedy the possibly remedy the concern. concern. 12
  • 13. Lisa QuraishCIMT 543Spring 2012Dr. Ziaeehezarjeribi ReferencesDigital History. (2011). Explorations: Children and the Great Depression. Retrieved from http://www.digitalhistory.uh.edu/learning_history/children_depression/help_ president.cfmFreedman, Russell. (2005). Children of the Great Depression. New York, NY: Clarion Books.Indiana Department of Education (2011). Indiana Standards and Resources. Retrieved from http://dc.doe.in.gov/Standards/AcademicStandards/StandardSearch.aspxInternational Society for Technology in Education. (2007). NETS for Students 2007. Retrieved from http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspxNew Deal Network. (2003). Dear Mrs. Roosevelt. Retrieved from http://newdeal.feri.org/eleanor/index.htmRcampus. (2012). iRubric: Business Letter Block Format rubric. Retrieved from http://www.rcampus.com/rubricshowc.cfm?code=Q3XW87&sp=trueScholastic. (n.d.) Business Letter Format. Retrieved from http://teacher.scholastic.com/lessonplans/format.pdfSmaldino, S.E., Lowther, D.L., & Russell, J.D. (2012). Instructional Technology and Media for Learning. Boston, MA: Pearson Education, Inc.The United States Mint. (1999). h.i.p. pocket change Time Machine. Retrieved from http://www.usmint.gov/kids/timemachine/Various. (1993). The Great Depression: American Music in the ‘30’s. [CD]. USA: Sony. 13