Lesson Plan: Popplet

Endorsement Subject Class Unit Lesson Resources Middle School English Language Arts Independent Reading Book Talks Popplet, computer or tablet, and book of choice from The Hunger Games by Suzanne Collins, Hatchet by Gary Paulsen, The Outsiders by S. E. Hinton LA 7.1.5.b LA 7.1.6.b Students will read a book from the above choices, analyze reading, and be asked to make a Popplet presentation after completing the book using vocabulary taught to them in class. They will find these words within the text to demonstrate their comprehension of the different elements of the text. Popplet will be used to explain the lesson over the program (Popplet) and the presentation. Students will then use Popplet to complete the assignment. Materials that will be needed are computer or a tablet, internet connection, and the text. If the student doesnt have a computer or tablet, the student may use one provided by the school in the media center. Objective 1- Plan and organize a visual presentation using Popplet Objective 2- Students comprehend and can explain character development, setting, plot development, conflict, theme Objective 3- Students can successfully spell and use vocabulary in context Have a brief presentation on how to use Popplet and an introduction to the three books students have to choose from. There will be a review of literary elements before beginning the project

Standard

Introduction

Technology Uses/Materials Needed

Objectives

Preparing the Student

Assessment of Student Learning

This uses all the levels of Blooms Taxonomy beginning with remember where the students will have to write using the vocabulary words used in class which will demonstrate they understand these words. The students will apply their knowledge of literary terms to examine the text. Then they will analyze the text by identifying these literary elements. Using these literary elements, students will formulate understanding of the reading within this lens. Finally, students will create a Popplet to illustrate their complete knowledge. 1. A review of literary elements using Popplet 2. Show students how to use Popplet and introduce book talks 3. Introduction to all three books 4. Allow students to choose which book they would like to read with a maximum amount of students per book 5. Allow two weeks for students to read book with two days set aside for discussion about books in specific groups to ask questions and review what theyve read 6. Upon completing the book, students have approximately two days to make their own Popplet with half a class period provided to work. Popplet should include a summary of the book, literary terms (title, plot, characters, theme/moral, setting, conflict), and vocabulary the students found. 7. Students will turn in Popplet presentation by e-mail to the teacher 8. Students will compile their answers into one large Popplet and have the book group present this Popplet to their peers Students will first be graded on the Popplet they turn into the teacher. There will be a small presentation grade for the entire group. The true success of this lesson is how well the students can identify the literary elements discussed in class which will be used to understand and discuss future texts used in class.

Lesson Sequence

Measurement of Success

http://popplet.com/app/#/1638975

Lesson Plan: iMovie/WeVideo

Endorsement Subject High School Social Studies

Class Unit Lesson Resources Standard Introduction

American History The Dirty 30s Evaluating Issues in America During 1930s Textbook, websites, WeVideo/iMovie SS 12.4.1.a Students will create a movie on WeVideo or iMovie encompassing issues of the 1930s. Students should take away from this lesson issues that occurred in America and how it affected our country. Laptop or desktop computer, preferably an Internet connection, textbook, Google account and WeVideo or iMovie, any web-based research Objective 1- Plan and organize a project using a video Objective 2- Research specific event during the 1930s Objective 3- Use these tools to teach class on certain issues Objective 4- Collaborate with classmates We will have a lecture on the 1930s, a brief introduction to WeVideo and iMovie, and a description of topics available for presentation.

Technology Uses/Materials Needed Objectives

Preparing the Student

The students will use remember to find information on their topic Assessment of Student Learning during the Great Depression. Students will use understand to explain their topic to their classmates. Students will apply to show this information in a video they create. The students will further analyze by investigating the details of their topic. Students will evaluate by choosing which information to include in their presentation. Students will create by constructing a video to show their classmates. Lesson Sequence 1. We will have lecture over the 1930s. 2. We will have a lecture over iMovie and WeVideo 3. Provide students with a list of topics to choose from for their presentation and explain movie parameters. Parameters should be no Dirty 30s. longer than five minutes, should include footage and can use some still images, and the presentation should visually and audibly pleasing using either music, narration, or intentional silence or any combination. The presentation should have a creative take on historical events from the 4.

Assign groups for students to collaborate in 5. Provide class time for research 6. Provide time each day in class for video editing for about a week 7. Students will export their videos to QuickTime, save to a flash drive, and turn into teacher 8. Students will present their videos to class 9. Hold class discussion over various issues presented in the class Measurement of Success Students will first be graded on the video they turn into the teacher based on parameters listed above. There will be a small presentation grade for the entire group. The true success of this lesson is how well the students can understand the 1930s and have the ability to teach and describe their topic to the class.

http://www.youtube.com/watch?v=NIlFsByWT4A&feature=c4overview&list=UUgQkgHXLfaqTJDJ 58gPH1aw

Lesson Plan: PowerPoint, Prezi, and PowToon

https://docs.google.com/presentation/d/1qhsZT2FF3BW2pNg7yc1yCw1tXfomm5hOYGn5C5of GWc/edit#slide=id.p

Lesson Plan: Socrative

Endorsement Subject Class Unit Lesson Resources Standard Introduction High School Education Nutrition Family and Consumer Sciences Bodys Building Blocks Unit Review - Nutrition Non-print materials (Socrative)
12.3.1.a 12.3.1.b

Students will be quizzed via Socrative to measure their understanding and determine what areas need improvement

before the end of the unit. Technology Uses/Materials Needed Objectives Socrative will be used in class to quiz the students. To access Socrative, students will use a computer or iPad. Objective 1 Evaluate students current understanding of the material. Objective 2 Address any questions that cause concern or confusion. Objective 3 Prepare students for end of unit test. Introduced Socrative software to students after spending 2 weeks covering nutrition in class. Students will have to understand the material and remember the information and be able to find the correct answer on Socrative. While taking the quiz, students will assess what information they already know and prioritize what they need to study for the test. 1. Teach students about nutrition over a 2-week period. 2. Introduce Socrative software to the students. 3. Introduce questions on Socrative through a teacher-paced format. 4. Receive students answer after each individual question. 5. Have a discussion after each question that students struggled with.

Preparing the Student Assessment of Student Learning

Lesson Sequence

Measurement of Students will initially be measured by their answers on the ungraded Socrative quiz. However, the true success of the Success lesson will be determined by test grades. Question 1: Which of the following nutrients is needed to build and maintain the structural components of the body? A.) Carbohydrat es B.) Proteins

C.) Fats D.) Fiber Question 2: Which of the following nutrients is known as the sunshine vitamin? A.) Vitamin A B.) Vitamin K C.) Vitamin D D.) Vitamin E Question 3: All of the following are needed for strong bones except? A.) Thiamin B.) Calcium C.) Magnesium D.) Vitamin D Question 4: Which of these nutrients is the preferred energy source for the body? A.) B Complex Vitamins

B.) Carbohydrates C.) Fats D.) Fiber