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Ci 350 unit 3

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  • 1. Katie Napier CI 350 Harold Blanco 8 November 2013 Day Three: Influential Figures of the American Revolution I. Analyze Learners: There are twenty-two students in my fourth grade class (three of whom are African American). Overall, thirteen of my students are girls, and the other nine are boys. In addition, all of my students are between the ages of eight and nine. In order to accommodate for the learning styles of each of my students, I will incorporate a variety of teaching methods (such as: cooperative group projects, visual aids, songs, role play, etc.). II. State Objectives: My fourth grade students will describe the roles of key colonial figures of the American Revolution by utilizingWebQuests, online research, studentblogs, and group projects/presentations by the end of the week with 95% accuracy. III. Selecting Methods, Material, and Media:In consideration of the many learning styles that my class exhibits, I will utilize the following methods, media, and materials throughout this lesson: Visual Aids: I will utilize a poster that displays an image of George Washington during the lesson introduction. Computer Lab: The students will be utilizing computers to research their group’s assigned colonial figure. WebQuest: This WebQuest (entitled “Key Individuals of the American Revolution”) will be utilized for student research. It provides student-
  • 2. friendly sites, timelines, and video clips that include all required information regarding each group’s assigned individual. QR Codes: The students will access their WebQuests using QR Codes. Colonial Blogs: Students will compose colonial journal entries on the class blog to record researched information. PowerPoint: The students will begin creating their group PowerPoint’s that will be presented at the end of the week. These PowerPoint’s will include information that will help the class to better understand the role of these influential colonial leaders. Twitter: Students will use Twitter to post a “sneak peak” of their findings. Dropbox: Students will be instructed to upload their group PowerPoint’s onto their Dropbox accounts (which were created at the beginning of the semester) so that each group member can make revisions as necessary. IV. Utilizing Methods and Materials: Before class, I will preview all materials and websites to verify that they are age and grade appropriate. Furthermore, I will arrange the student area into pods which will enable the students to share/discuss ideas within their cooperative learning groups. In addition, I will place the QR code that the students will be utilizing on the back wall of the classroom for easy access. Finally, I will reserve the computer lab so that the students can easily research their group’s assigned colonial figure and begin their group project. V. Requiring Learner Participation: In order to stimulate class discussion, I will begin this lesson by displaying a poster of George Washington. I will then ask the students
  • 3. what they know about this man. (Who is he? What did he do?) Upon asking such questions, I will then explain that George Washington (as well as many other colonial figures) played a key role in America’s War for Independence. I will then inform the children that we will be researching additional information regarding these influential individuals in order to complete a group PowerPoint that depicts the role of each group’s assigned historical figure within the American Revolution. At this point, I will divide the students into groups of three and assign each group a colonial individual from the following list of possibilities: George Washington, Martha Washington, Thomas Jefferson, Benjamin Franklin, and Abigail Adams. Finally, the students will gather required information utilizing the WebQuest entitled “Key Individuals of the American Revolution.” (In order to access the WebQuest, the students will utilize the QR code that will be posted on the back wall).As the students research, they will record their information on the class blog; such data should include: the individual’s birth date, time of death, occupation, hobbies/interests, famous quote, hometown, role in the American Revolution, and any additional information regarding their assigned colonial figure. Once the students have had an adequate amount of time to gather essential information and begin their group PowerPoint’s, the class will then return to our room, and I will instruct each group to provide a “sneak peak” of their findings by posting a minimum of two interesting facts regarding their researched individual on Twitter. I will then ask each group whether or not they believe that their individual was a good
  • 4. leader. The students will then be required to defend their positions by detailing a specific instance that the individual portrayed admirable leadership qualities. VI. Evaluate and Revise:In order to assess student comprehension, I will: Engage the students in a class discussion. Circulate around the room to check that all students are actively involved in their cooperative learning groups. Check that all journal entries list and describe a minimum of six facts that the students intend to utilize within their group PowerPoint Presentations. At the end of the week, group PowerPoint Presentations will be assessed according to the rubric provided.