Unit Lesson Plans for Self Representation Skills Computer Applications

Iris Harris ED 556 Averett University January 26, 2013

Model focus for lesson

Identify multimedia components; including presentations, publication layout, graphic design, digital video production, and Web design. Design enhanced multimedia projects that utilize various computer options

Classroom
Information on class, grade, number of students, number of students with IEPs:
8th grade, Computer Applications, 20 students, 5 students with IEPs

Text and other materials to be used in the lesson:

Hampton City Schools Dress Code Policy Brochure Planning Handout Web Links Student Handout Guide and checklist for Dressing the Part Brochure Desktop Publishing or Word processing Software Shared Network Folder or Data Storage Device Internet or Web Browser Digital Cameras Digital Projector Computers

Essential Questions for the Unit:

What criteria should be considered when determining the correct type of software and equipment to be used for publishing? Why do you think it is important to incorporate each of the planning stages when designing a publication?

Advance organizer/anticipatory set/hook/entry event:

Review how to use desktop publishing software, basic internet research, take photos of students wearing appropriate and inappropriate school attire.

Instructional Procedures
1. Hand each student a copy of the Hampton City Schools dress code requirements. Each student will study the handout and then be placed into groups of 3 or four to discuss why they agree or disagree with the dress code requirements. 2. Students will share their answers with the class and facilitate a class discussion on the importance of dressing appropriately for different settings.

Instructional Procedures
3. Teacher will introduce the Dressing the Part Brochure Project. Each student will turn in: A completed Dressing the Part Brochure and a completed Guide and checklist for dressing the part brochure project evaluating their completed project. 4. Teacher will distribute each student the attached Dress Code Scoring Rubric and allow students to review and discuss project requirements and due date. 5. Students will visit the recommended websites (See Handout) and begin to complete the attached Brochure Planning Handout to complete their project. For lessons four, five and six I will be using the Cooperative Learning Model; the graffiti concept. I will divide students into groups of three or four and have the specific questions for them to answer.

Instructional Procedures
Graffiti Model Questions: What is the relationship between self-image and self-representation skills? Why are self-representation skills important in school? On the job? How can you improve your self-representation skills? What techniques can you employ to overcome shyness? To overcome nervousness?

Instructional Procedures
7. Once students have completed the brochure planning handout then the writing process begins. The information collected needs to be conveyed in a persuasive fashion. The paper needs inspire some interest in the audience rather than discourage their interest. Persuasive language includes lots of detailed descriptions, actions verbs, and imaginative phrases. For lesson seven I will use the Vocabulary Acquisition Model to help students recall some vocabulary about persuasive papers and descriptive words, verbs. I will also review the writing process and its meaning.

Instructional Procedures
8. After the rough drafts have been written, each student will begin putting together the Dressing the Part Brochure. Use desktop publishing software to create a tri-fold brochure. 9. Students will include photos they have taken representing both appropriate and inappropriate dress with captions explaining each graphic. 10. Upon completion of their project each student will complete the attached guide and checklist for dressing the part brochure to insure they have met all project requirements. For lessons eight and nine, I will be using the Direct Instruction Model; I will take the students step by step through each phase.

Techniques (Dough Lemov):

Technique 4 Format Matters Help students format responses to the questions grammatically, in complete sentences, audibly, and according to other worthy criteria. Technique 9 Shortest Path- In planning lessons, find the most and effective way route by which students can reach the goal. Technique 10 Double Plan as you plan a lesson, plan what students will be doing at each point in class. Technique 15 Circulate Move strategically around the room during all parts of lesson. Technique 16 Break it down When a student makes an error, provide just enough help to allow her/him to solve as much of the original problem as she can.

Techniques (Lemov)
Technique 22 Cold Call In order to make engaged participation the expectation, call on students regardless of whether they have raised their hands. Technique 29- DO NOW

Assessment procedures
Teacher Observation Peer review Dress Code Scoring Rubric