Annotated Lesson Plan Form

Name: Linda Lavinder Tavares A. Description of Lesson Plan Academic Subject(s): Social Studies Grade Level(s): Third Standards Integrated into the Lesson Plan: Student Content Standards:
Standard 5.0 History Topic

A. Individuals and societies change over time.

Indicator

1. Examine differences between past and present time. Objectives Explain the relationship among events in a variety of timelines. Indicator 2. Investigate how people lived in the past using a variety of primary and secondary sources.
Objectives Collect and examine information about people, places, or events of the past using pictures, photographs, maps, audio or visual tapes, and or documents. Topic

E. Organize social studies information.

Indicator

1. Organize information from non-print sources.

Objectives Prioritize information gathered according to importance and relevance. Distinguish factual from fictional information. Find relationships between gathered information. Display information on various types of graphic organizers, maps, and charts.

Categorize information obtained from surveys and field work National Educational Technology Standards for Students (2007): 2. 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. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.

d. contribute to project teams to produce original works or solve problems. Learning Objectives for Lesson Plan: The students will investigate technology in order to develop research skills through the use of print and non-print media. The students will take notations in order to categorize information. The students will read in order to disseminate factual details. The students will utilize rubrics in order to develop critical thinking skills. The students will peer edit in order to evaluate work. The students will investigate historical people using non-print media in order to produce and communicate information by creating original works. Featured Technologies The activities will center on the use of the computer lab with 25 desk top computers. The students will utilize the computers while being guided by the teacher who will use the Smart Board to display information and engage student learning. Continuing lessons may include the use of laptop computers in the classroom environment. Other Necessary Materials: Website for the KWLH Chart: Time For Kids http://www.timeforkids.com/TFK Website for links to women of history: Mrs. Rickss Class Researches Famous Women http://www.montgomeryschoolsmd.org/schoos/knollses/Second.Grade.html Website for the link to the Biography graphic organizer Busy teachers Caf http://www.busyteachercafe.com/printables/writing.htm Prerequisite Student Skills The students will be familiar with using computer systems. The students will have spent approximately 1 class room hour investigating and using the software program Microsoft Power Point while being guided by the teacher using the Smart Board. The students will have had prior experience reading biographies and interacting with biography genre of text. An option to the paper graphic organize would be to use Kidspiration software to generate and organize information. If this option is chosen, students need to be familiar with the software prior to this lesson. Brief Overview of Lesson: The class as a whole will create a Power Point slide presentation on women in history. The class will work in teams and each team will contribute 1 to 2 slides to the presentation. Each team will choose one woman in history to research. 1. The students will use online resources and work in cooperative groups to investigate and synthesize biographical information pertaining to a famous woman in history.
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2. The students will work in cooperative teams utilizing print and non-print materials to create graphic organizers and biography booklets. 3. The students will share knowledge gained through the composition of a Power Point presentation as the culminating activity. 4. The students will present their Power Point whole-group. The audience will be parents, administrators, and teachers. Teacher To Teacher: This project can be completed and assessed using only the booklet and not the powerpoint presentation if time is restricted. This lesson will require several sessions to complete. The assessment can be on-going as well as summative. If time permits, an option to the standard paper and pencil graphic organizer would be to use a software program such as Kidspiration to complete the organizer (kidspiration.com). Procedures/Activities: Anticipatory set: 1. Explain: In celebration of womens history month, we will be learning about a famous woman in history. Does anyone know any famous women in history? Do you know why they are famous? 2. What kind of information do you think you would find in a biography? 3. Brainstorm: Share information about a famous woman in history using the Smart Board. Display a photo of Amelia Earhart and her airplane from website (montgomeryschools.org). 4. Ask: How many of you have ever flown in an airplane? (Illicit discussion). Does anyone know who she is? 5. Explain: She was a very famous airplane pilot who lived during the 1930s. She was very brave and curious. She learned to fly airplanes at a time when airplanes were new and not many women had ever flown a plane. (share informational background). Relate lesson to prior knowledge. Ask: What kind of book tells the life story of a person? (biography). 6. Navigate the website in order to display information. Explain: Today we are going to begin learning about a famous woman in history by reading informational text on-line and writing a biography book report. When we finish with our reports and all of our information has been gathered and corrections are made, we will create a powerpoint presentation to share with members of our class, other teachers and parentseven the principal and vice principal! Begin the lesson by grouping the students in pairs and by sharing information using the Smart Board. Visit the following website that contains a comprehensive list of links containing biographical information about famous women in history: http://www.montgomeryschoolsmd.org/schools/knollses/Second.Grade.html Explicit instruction--Day One: 1. Show students how to read the brief summary of each woman and how to navigate the links. Express the importance of being safe online and explain they are only to visit the one site with the information. Demonstrate how to use the back button (arrow) to return to the home page if needed. Based on the summaries we have read, I want you to choose a woman that you are interested in learning more about.
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2. Pass out KWL charts to each student. Have students write the name of the woman and anything they may already know (including the information from the summary.) Have the students explain what they would like to know about her. Save the information and revisit after the project. 3. Share some examples of links they might choose. (I recommend the Amelia Earhart link and spend a few moments displaying the information that can be found). 4. Pass out the graphic organizers containing a guide to the information students may want to include in their biographies including; year of birth, place of birth, year of death, something they are famous for doing or inventing, and area to draw an illustration of the subject and other descriptive features. Read over the organizers with students and answer questions. Share an example of a finished project. 5. Pass out rubric to the students and explain the intended outcomes. Pause for questions. Have students check off each accomplishment on the rubric during the project. 6. Have students begin their partnered investigations by reading and filling in the graphic organizer. Walk around to monitor participation and answer questions. Day Two: 1. Have students use their graphic organizers to create a biography book report about their chosen famous woman in history. Have students illustrate the person including what they looked like and another image to support what they are famous for creating or contributing to society. 2. Have students peer edit their paper biographies and allow time to make changes. Day Three: 1. When preparing for this final lesson, be sure to scan the illustrations in order to add them to the presentation. Have students use the Power Point software to create a presentation about their famous historical figure. Each team will work with a parent volunteer who will add their scanned illustration to each slide and the students will work together with the volunteer to add their information to the slide presentation. Each student will be responsible for creating one slide for the presentation so the information will be separated into two parts. For instance, one illustration and the famous womans name, birth date, place of birth and year of death. The second slide will have the second students illustration and contribution to society. 2. Pass out the KWLH charts and have students complete by filling in information they have learned about the famous historic figure. Ask students to identify a way they might find additional information (How) to further investigate their famous figure. 3. As closure to the lesson, have the class take part in a discussion on using computers to perform research and how it differs from using books. Pass out an exit slip asking students to write one thing they learned about using computers to research famous women in history.
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4. Invite parents and faculty members to visit the classroom for our Biography Presentation Day. Serve punch and cookies to celebrate our great accomplishments! Student Assessment and Evaluation: Informal on-going assessment will take place during the investigation and organizing of information. While students are working to find information, the teacher will walk around, ask pertinent questions, guide students in their studies. Points will be given based on cooperation, involvement with the lesson. This observation is important to maintain student focus and ensuring they stay on-task. The teacher is looking for students to be: 1. engaged in partnered discussion of the information found on the website, 2.) recording and discussing pertinent information on the organizer 3.) comprehension of the material. Summative assessments will include completion of: 1. The graphic organizer and should include place of birth, date of birth, date of death, full name of historical figure, step by step explanation of their important contribution to society and the lasting effects on society 2. Completion of the rough draft including all information from the organizer and a detailed illustration of the woman and/or what they are famous for creating or doing 3. Final biography report which is transformed into a Power Point presentation. Feedback will be provided at each stage to ensure student understanding of expectations. Final grade will include information presented on the presentation. Mid-course corrections which may need to be made include omitting required information if it is not applicable (death date for instance) or available on the website. Students may want to include extra information not required on the organizer and should be allowed to include this information. Due to personality differences, early in the project, changes might need to be made to the grouping of students. B. Analysis (Rationale) Rationale for Activities The purpose of the activities outlined in this lesson is to encourage students to engage in meaningful activities that will illicit inquisitiveness and stimulate understanding through the use of technology. The goal is to promote further understanding of and acknowledge the role of women in history. By integrating technology, this lesson strives to foster group cooperative skills and allow for multiple and distributed intelligences (IETT p.50) in order that students may contribute in a valuable way to the project. Some students may find a project of this caliber daunting and may be unsuccessful if they were to work individually. Pairing the students provides for a greater level of success. With the activities and involvement with technology, students are using a constructivist approach to learning which is explained as humans construct all knowledge in their minds by participating in certain experiences (IETT p.37). They learn by actively taking part in the construction of their own knowledge.
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This lesson allows student to examine differences between past and present time (standard 5.0) because the students will have a wide range of exposures to photographs, video display, hear new releases and read biographical text and be given to opportunity to see what life was like during a previous era in time. Through their research, the student will examine and explain the relationship among events (standard 5.0) by relating how life events influenced their contribution to society. By utilizing internet resources, the students will be able to investigate how people lived in the past (standard 5.0) by viewing newspaper articles and videos as primary and secondary sources of information. By collecting and examining information about people places or events of the past (5.0), the students will actively engage in the creation of graphic organizers, creating timelines and examining on-line documentations and by allowing students to pick and choose important information they feel is relevant and would like to share with others. After thoroughly examining all of the materials they have gathered, the student will have the opportunity to display information on various types of graphic organizers (standard 5.0) by creating a timeline of events, sharing a paper version of the project and presenting their Power Point slides to an audience. Since the project allows students to work in teams, they will cooperate and work together toward a common goal of producing a quality piece. In this way the students will interact, collaborate and publish with peersemploying a variety of digital environment and media (2.a) by sharing the project with teachers, peers and presenting to a group of parents and administrators, they are given the opportunity to communicate information and ideas effectively to multiple audiences using a variety of media and formats (2.b). The culminating activities which include sharing the work created in teams and melding each individual teams work with the rest of the teams in the class, the students contribute to project teams to produce original work (2.d). My philosophy of teaching is to try to reach students level of understanding by employing as many techniques as possible and enlist different learning modalities. By seeing the photos and videos, for the student whose learning strength is visual, they will see photos, videos, and images and watch as the teacher provides demonstration. For the auditory learner whose learning strength lies in taking part in active discussion and being exposed to material verbally, they will hear motivational music and speech. For the kinesthetic learner, the students will manipulate information and create illustrations on the computer or on poster paper with markers. Tactile learners will draw and take notations. Explanation of Technology Integration: The overarching problem with instruction is encouraging intrinsic motivation. Students are accustomed to reading books and actively engage in reading books each day. However, this commonplace activity may provide little motivation. By introducing technology and allowing students to see, hear, and construct knowledge using on-line resources, they are stimulated and excited about creating a project. This lesson encourages a sense of worth and value to the students project. The motivation comes from the students being allowed to integrate technology into their learning and greatly differs from standard drill and practice, or rote memorization students may be accustomed to using. Another problem is the availability of material in book form. While school libraries are full of informational text, they are limited resources when compared to the information available on the World Wide Web. Therefore, the
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objectives for this lesson would not have been fully implemented without the use of these technologies (computers and Smart Board). C. Reflection Your Learning about Technology and Teaching: I have learned a great deal about technology and teaching and how technology can greatly benefit my students. Using technology enhances student learning in many ways and allows for greater flexibility. For instance, the students can work at their own pace and at their own level using computer software and websites. I have used the computer lab with my students before this lesson and I have also used the Smart Board with my students. While I have used the Smart Board for lessons, I have never used the Smart Board in conjunction with students using computers before so this was new for me. I have never had the students create a Power Point presentation or used the graphic software Kidspiration. This lesson represents a stretch for me because of time constraints. I do not have a teachers aid in my classroom so I need to rely on the assistance of volunteers. I am not thoroughly familiar with Power Point software or Kidspiration, so in a sense I will be learning along with my students. I am comfortable, however, because of the support available at my school through the media specialists. I applied the ideas from the readings to a great extent. The idea to develop and create this lesson came from the reading Increasing Student Learning Through Multimedia Projects (Cole). I was excited by the illustration that was presented in this articles and how to use multiple kinds of media to create a sound understanding and learning experience for my students. For future explorations, I have encountered obstacles. The obstacle I may encounter is using the technology itself. I may get into a situation with my students that I am not sure how to fix. I need to become more familiar with the software programs that are available and become more comfortable with their uses. There are many programs available to me that I have not had time to explore. Once your colleagues have given you feedback on your lesson plan, please add to your reflection the following: Learning from Peer Review: From my peer review process, I learned that having others who share your same interests read over your work is very helpful. They were pointing out small mistakes as well as larger oversights. Sean helped with spelling and grammatical errors. He thoroughly examined my document and used red lined out sentences to show ways to rework the piece. I found his thoroughness refreshing and confirmed I was completing the assignment correctly. Rhonda made suggestions that would lend greater coherence to the lesson. She recommended that I include differentiation with my students and provide an overview of what was taught by using a closure activity. With this advice, I decided an exit ticket might work well with my students so I incorporated this idea. From reviewing lessons of my peers, I learned the wide range of applications using technology and how computers can enhance many different kinds of lessons from math to science to social studies and more.
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I found it easier to instantly chat and discuss the changes in real time, rather than make and post changes. I really enjoyed having a discussion while both you and the editor are looking at the same text and are able to ask questions and offer suggestions. This allows for less confusion and greater opportunity to clear up any misunderstandings. I have many suggestions for ways that we could implement strategies to encourage strong communication within the study group. At times a group member may not be available to meet at a predetermined date and time. I suggest that communication is vital and emails or telephone calls be placed to other members of the group sharing this information. After all, we rely on each other as being steadfast members. Also, the assignments are created in a thoughtful and thorough manner and require an adequate amount of time to give each part of the assignment your full attention and respect. Therefore, turning in an assignment at the last minute (for example the evening before it is due) creates undue pressure and stress on the other members of the group. It is not fair to ask other group members to completely rearrange a group assignment to include work that is turned in at the eleventh hour. Last, it is important to be absolutely sure that you have read and understand all of the requirements of the assignment and if you dont understand each part, it is your duty and responsibility to find out before posting your work for consideration. It is not the responsibility of the other members of the groups to re-write your assignment so that it adheres to the requirements and expecting them to do that amount of work is not plausible. D. References and Annotated References

Busy Teachers Caf is a website dedicated to providing resources and internet links specifically for teachers to use in the classroom. Printable worksheets and graphic organizers may be downloaded and printed from this website free of charge. The items available includes calendar journal ideas for a variety of language arts purposes and projects as well as math worksheets, reading and writing worksheets. Busy teachers caf. (n.d.), Retrieved March 7, 2009 from http://www.busyteacherscafe.com/printables/writing.htm Increasing Student Learning Through Multimedia Projects is an article published by the Association for Supervision and Curriculum Development and contains a comprehensive view of how to implement technology into a third grade classroom. Examples are shared explaining how a teacher might engage students in interactive exploration using a variety of technologies. It provides a thorough explanation of what a project-based instruction would involve through using computer technology. Cole, K., Means, B., Tavalin, F., Simkins, M. (2002). What is Project-based Multimedia Learning? In M. Simkins (et al.), Increasing Student Learning Through Multimedia Projects. (pp. 1-10). Alexandria, VA: Association for Supervision and Curriculum Development. Mrs. Rickss Class Researches Famous Women is a website maintained by Amado Narvaez and last updated September 14, 1998. Montgomery Knolls is an elementary school located in Montgomery county Maryland. Mrs. Ricks is a second grade teacher at this school and had created this website that lists 18 links to different historical women in history. The websites have been scrutinized to ensure credibility and trustworthiness.
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Mrs. Ricks class researches famous women (1998). Retrieved March 7, 2009 from http://www.montgomeryschoolsmd.org/schools/knollses/Second.Grade.html Integrating Education Technology into Teaching is a textbook published by The University of Maryland University College. This book is dedicated introducing and guiding the teacher in the use of technology in the classroom and provides support material to that end. The contents provides a comprehensive explanation on how to integrate software, principles and strategies to use with the curriculum guidelines, and using technology in each part of the curriculum including Language Arts, Math instruction, Social Studies, Music, Art, Physical Education, Health and Special Education. Roblyer, M.D. (2006). A Tale of Two Technology Integration Strategies. In D.A. Stollenwerk (Ed.), Integrating Educational Technology into Teaching (pp. 37-50). Upper Saddle River, NJ: Pearson Education, Inc. Time for Kids is an online resource containing up-to-date and relevant newsworthy information suitable for students and categorized by grade level. Resources include printable quizzes, worksheets and graphic organizers for use in the classroom. Articles may be downloaded and presented on a wide variety of subjects. These resources are available at no cost. Time for kids. (n.d.). Retrieved March 7, 2009 from http://www.timeforkids.com/TFK Maryland Voluntary State Curriculum. The voluntary state curriculum is a document that was developed by educators and aligns with the Maryland Content Standards. This site displays information regarding what students in every grade need to know and should be able to do across all content areas during their educational careers from grades Pre-K through grade 12. Maryland Voluntary State Curriculum (1997-2008). School Improvement in Maryland. Retrieved March 7, 2009, from Mdk12 at http://mdk12.org/ NETS for Students 2000 (2007). ISTES Educational Technology Standards for Students. Retrieved March 7, 2009, from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_f or_Students_2007.htm

E. Preview of Lesson Plan Implementation I plan to implement this lesson on March 30, March 31, and April 1. I chose these dates because I will have just finished a week of lessons on reading and understanding biographies and the MSA tests will be finished. Once we have finished our MSA tests, the students and I will have less reviewing and be able to spend the necessary time on this lesson.
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References
National Board for Professional Teaching Standards. (2003). Early adolescence and young adulthood English language arts portfolio. Arlington, VA: Author.

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