2. Board Lesson I Chose
Web Link:
http://exchange.smarttech.com/details.html?id=6c4bff1f-bcb5-47fb-a26a-
dcecec7f5883
Lesson content: Identifying Subjects and Predicates of sentences.
Odd Reoccurring theme of lesson: Monkeys?
3. Targeted Learners
-The subject area this lesson
is primarily for is English or Language Arts class;
specifically the elements of grammar.
-This lesson is designated for grades K-
12, however, I believe it is most appropriate
for grades 4-6.
4. How I Would Use This Lesson
-I would primarily use this lesson in a Language Arts
class, as the start of a grammar unit.
-This lesson is gateway to much more
complex concepts in grammar such as:
-Were I to use this lesson for a more
advanced Language Arts class, I would
teach it right before I would introduce
diagramming sentences. Knowing how to
identify the subjects and predicates
beforehand can be immensely
helpful with this practice.
5. How I Would Amend This Lesson
First, I would give more of a definition as to what a "predicate” is before the
slides where they are completing sentences by adding or finding the
predicates. My definition would be: “Everything in a sentence that follows
the subject.”
Secondly, I would get rid of the game at the very end of the
lesson and replace it with this Brain Pop
presentation:
http://www.brainpop.com/english/grammar/subjectandpredicate/
I think doing this would help visual and
auditory learners take in the content more effectively. To show what my
students know and to test their new skills as the game would have, my
students would take the Brain Pop quiz at the end.
6. Amends Continued
I would also use the following video towards the beginning of the
presentation to help introduce the content in a musical and entertaining
way. http://www.youtube.com/watch?v=fdUXxdmhIsw
7. How It Supports Universal Design
-With my amendments, this lesson provides multiple
representations of the content. The definitions for both
subject and predicate are written out for linguistic learners, the
students can move the words around on the board for kinesthetic
learners, and the School House Rock and Brain Pop
videos for visual and auditory learners.
-There are various ways within this lesson that my students can express what
they know. On more than one slide the students are to highlight or write in the
subject/predicate. There is one slide where students have to erase markup to
uncover hidden predicates. With Brain Pop, there is a quiz at the end which the
students can use to express what they know.
8. Universal Design Continued
-The Smart Board is inherently a entertaining and
interesting piece of technology. Because there is a wide
selection of multiple intelligences employed with this
lesson, all students are likely to be engaged and
interested in the content.
