Technology Integration Lesson Plans

Lesson Plan Template
Name: Mary Toth

Date: 7/15/15
Instructor : Dr. Witte
Lesson 1
Lesson plan based on a 55 minute class
Grade: 6
Purpose/rationale:
This is the first lesson of the week and so my goal for today is to introduce to the class the theme we will be
focusing on this week which is the theme of self-esteem. I chose this theme because the class has just finished
reading the graphic novel Smile by Raina Telgemeier. I specifically chose this book for my class so that we
could go over the theme of self-esteem. Because of the general age of my students, they are naturally go
through many changes and oftentimes in middle school, students develop self-esteem issues. This book is
relatable to them which makes it relevant and ultimately this combination will boost their motivation to
participate and learn in class. Also what I love about this book is that it is a graphic novel and in many ways will
be a good Segway into the technology I will be introducing and having my class use.
I also want to add that I believe self-esteem to be a multidisciplinary topic. It might be a stretch in some subjects
but self-esteem deals with the human condition and growing up. Therefore when discussing a person in history,
their actions or inaction can be linked to self-esteem. Self-esteem for certain people can be dictated by society
and therefore in history class this could lead to great discussion on societal differences throughout the eras and
how people of different races and genders have been treated throughout the centuries.
Relating to both history and science in some circumstances, self-esteem plays an important role in which
scientists push for their ideas to be taken seriously. This is the start of discussion on evolution or other
discoveries that were not accepted in the beginning. Also, closely related to science, self-esteem would be a
main topic in itself in a psychology class (though that might be more appropriate for high school students rather
than middle school students). But there is one thing that middle school students will be learning about in their
science classes probably that does relate puberty. Middle school is when kids go through and learn about
puberty; and self-esteem becomes a main issue during this time. This makes it a relevant topic in most all
subjects in my opinion.
Common Core Standards:
LAFS.6.RI.1.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
LAFS.6.RL.1.2
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or judgments.
LAFS.6.RL.1.3
Describe how a particular storys or dramas plot unfolds in a series of episodes as well as how the
characters respond or change as the plot moves toward a resolution.
ISTE:
Communication and collaboration
Facilitate and inspire student learning and creativity
Objectives:
SWBAT:
o Identify themes in Smile
o Discuss the themes as a class
o Compare opinions regarding the article with one another
Materials:
Phones
Journals
Pens
Anticipatory set:
Students are to come to class and pull out their journals to complete the bellwork. On the board the teacher will
have written the prompt (What has been your greatest accomplishment so far in life? What are your future
goals?). Teacher will also have objectives written on the board.
Teaching Strategy/Procedure/Activity:
Time
Student is doing
Teacher is doing
5
minutes
2 minutes
arriving and putting their stuff away

taking out their journal and responding to
the bellwork prompt
listening to teacher
sending in responses to PollEverywhere
pacing around class and

answering any questions
explaining to students
how PollEverywhere
works
showing example
response by texting in
answer to the prompt
telling students to take
out their phones and join
the conversation by
texting hello
3 minutes
10 minutes
20 minutes
texting response to free response poll
engaging in class discussion and

answering teachers questions verbally
after raising hand and being called on
Read article
(http://www.studentnewsdaily.com/blog/h
uman-interest-news-stories/italys-prisonbake-off-helps-prisoners-rebuild-lives/)
posing question to
students to answer
(what themes are in
Smile)
engaging class in small
discussion about
different themes
posing questions for

class discussion such as
how does the theme of
self-esteem play a role
in Smile and how does
Rainas self esteem
change throughout the
course of the novel?
and Can you relate to
Raina? and was their
ever a time in your life
where your self-esteem
changed? What caused
the change?
Pacing and answering

any questions students
might have
and analyze in groups of 3 or 4 (what did

you think of the article? What was the
central idea of this article? Did you like
it? How does this article relate to selfesteem?)
5 minutes
Groups share what they discussed
5 minutes
Listening to teacher
5 minutes
Packing up and listening to teacher
Calling on groups to
share
Brief students on what is

going to be expected of
them this week (create
blog and post to it and
leave comments on
others blogs. Go over
from etiquette when it
comes to using
technology)
Telling students to get

ready to go.
Summary/Closure:
Students will work up until the end of class. If there is any time left over they will be allowed to read.
Assessment:
Informal assessment: teacher asks questions to see how students are understanding what is being talked
about in class.
Homework/follow-up assignment:
None.
Accommodations/adaptations:
Students have assigned seats. Talkative students will be separated. Those who have trouble seeing far away will
be placed closer to the board. Adjustments can be made on a per-day basis as well.
Attachments/Appendices:
Bellwork prompt: What has been your greatest accomplishment so far in life? What are your future goals?
Materials such as checklists, tests, surveys, or PowerPoints that you will use in your lesson you need to add to
appendices after the lesson plan.
https://www.polleverywhere.com/how-it-works
article:
Italys prison Bake Off helps

prisoners rebuild lives
Human Interest News Posted on December 15, 2014
Italys prison Bake Off helps prisoners rebuild lives

A jail in Italy has opened the countrys only bakery behind bars.
According to the website Euronews, the scheme in Paduas Due Palazzi prison is designed to help
inmates build their skills and self-esteem, in the hope that it will cut down re-offending once they
leave prison. Repeat offending is a serious problem in Italy, where prisons are among the most
crowded in Europe.
The brains behind the bakery, Nicola Boscolett, told Euronews that prisoners involved in the scheme
start to change, they become the type of good worker that it is hard to find even outside, because they
regain their dignity, self-esteem.They are able to send home money to their families.
The prisoners sell around 70,000 panettones a traditional Italian Christmas treat each year to
200 shops in the country.
Supposedly, re-offending rates have already dropped to 1-2 percent from a national average of 70
percent for those involved in the project.
Around 150 of the 800 detainees in the prison are paid to work on projects such as the bakery, with
other options including a call centre and workshops making bicycles.
This is not the first time that baking has been used to to give prisoners work experience and help them
do something positive while incarcerated.
Bad Boys Bakery is a social initiative in Brixton Prison in London, which was set up by celebrity chef
Gordon Ramsay in 2012, and which formed the basis of his television programme Gordon Behind
Bars
Goods produced buy the Brixon inmates are sold to a variety of shops and restaurants, including the
Borough market restaurant Roast and Caffe Nero.
Watch a report from Euronews:
Japan blames butter shortage on exhausted cows

Japanese officials said a butter shortage threatening traditional Christmas sponge cakes was caused
by cows being worn out by the hot summer.
Some stores
are limiting butter purchases to one pack per customer and they have been posting We have butter
signs whenever supplies are replenished.
Christmas cakes sponge cakes filled with whipped cream and strawberries have became a yearend staple in Japan, boosting demand for butter toward the end of the year.
The Ministry of Agriculture, Forest and Fisheries said the shortage was a result of cows being
too exhausted by Japans hot summer to meet their milk quotas. Farmers have also reduced
production in recent years due to a falling demand, and the number of active dairy cows at the
countrys farms has dropped from 2.11 million in 1985 to the current total of 1.4 million.
Some Japanese bakeries said they have started using margarine instead of butter in the hopes
customers would prefer the different product to inflated cake prices.
Nuts! Korean flight delayed by first-class spat
SEOUL, South Korea The Korean Air Lines Co. executive who delayed a flight in an incident
dubbed nut rage bowed deep in apology Friday before facing questioning by transport officials.
Her father, the airlines chairman, also apologized and said he regrets he didnt raise her better.
Cho Hyun-ah, also known as Heather Cho, daughter of the chairman of Korean Air Lines, Cho Yang-ho, bows in front of the media in
Seoul on Dec. 12. (Photo: Reuters)
Cho Hyun-ah, who was head of cabin service at Korean Air, was angered when a flight attendant in
first class offered her macadamia nuts in a bag, not on a plate. She ordered a senior crew member off
the plane, forcing it to return to the gate at John F. Kennedy airport in New York City.
I sincerely apologize. Im sorry, a gloomy-faced Cho said before droves of journalists in an almost
inaudible, trembling voice. She said she will meet the victimized crew member and apologize
sincerely.
Clad in a long black coat, she lowered her face as she made the brief comments without making eye
contact. It was her first public appearance since the Dec. 5 incident.
Transport Ministry officials had summoned Cho for questioning over the possibility that her actions
violated aviation safety law.
Hours before her apology, Korean Air Chairman Cho Yang-ho also made a deep bow before
journalists. He called his daughters behavior foolish and said he regrets he didnt raise her better.
Its my fault, he said. As chairman and father, I ask for the publics generous forgiveness.
Cho Hyun-ahs actions caused an uproar in South Korea and abroad. South Korean media called the
40-year-old a princess and some Koreans said she was an international embarrassment to her
country.
Plan B:
If the lesson goes by quickly students will be given extra time for class discussion and/or extra time to read at
the end of class. If the lesson is going by too slowly, teacher will discuss the article with the class instead of
letting them discuss in groups and then present their findings.
Lesson 2
Grade: 6
Purpose/rationale:
I am doing this lesson today because I want to get my students using technology more during class and this is a
perfect way to do that. Students are able to have an online portfolio a nice orderly and secure place to keep
their work. This will be beneficial for when they need to go back to access old work. Another great thing about
the blog they will be creating in todays class is that they can easily view their peers blogs through the main
classroom blog (which they will link to their personal blogs) and collaborate with each other.
Standards:
LAFS.6.RI.2.6
Determine an authors point of view or purpose in a text and explain how it is conveyed in the text.
LAFS.6.RI.1.2
Determine a central idea of a text and how it is conveyed through particular details; provide a summary
of the text distinct from personal opinions or judgments.
LAFS.6.W.2.6
Use technology, including the Internet, to produce and publish writing as well as to interact and
collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of
three pages in a single sitting.
ISTE:
Research and information fluency
Objectives:
SWBAT
o Read their bellwork response to the class
o Create their own blogs
o Locate an article relating to self-esteem online
o Judge what the authors point of view is based on the article
o Summarize the article
o Critique their peers blog post about the article they chose
Materials:
computers (class set)
Anticipatory set:
Teacher has objectives written on board. Bellwork prompt (If a journalist were writing a feature story about
you, what would it be about?) is also written on board for students to view once they have put their stuff away.
Time
Student is doing
Teacher is doing
5 minutes
arriving and putting their stuff

away
taking out their journal and
responding to the bellwork prompt
pacing around class and

answering any questions
5 minutes
student present to class what

they wrote
asking students to share their

work with their peers
5 minutes
listening to teacher and paying

attention to the projector to see
how teacher is creating the blog
Showing students what the

class blog looks like and
creating an example blog to
show how simple it is to create
their blog and link it to the class
blog
10 minutes
Getting classroom laptops and

creating blog and linking it to
main classroom blog
Locating online article relating to

self-esteem, reading article,
posting link to article on their
blog, writing short summary of
article, and stating what they
believe the authors point of view
is.
15 minutes
Responding to a minimum of 2
other students blog posts as well
as reading or skimming through
the articles they posted
Putting away laptops and

preparing to leave
10 minutes
5 minutes
Walking around class making

sure students are creating their
blogs without issues
Pacing and answering any

questions
Pacing and answering any

questions; accessing classroom
blog through computer to view
student posts to make sure
they are posting what was
required of them; commenting
on students work telling them
good job or giving them advice
to improve
Telling students to put away

laptops and get ready to go
Summary/Closure:
Assessment:
about in class. Teacher will also view students blog posts through the classroom blog on the teachers
own computer.
None.
n/a
Plan B:
If the lesson is going too quickly, students will need to respond to 4 students posts instead of only 2 student
posts. If there is still students who finish early, they will be allowed to read at the end of class. If the lesson is
going too slowly, students will only be required to respond to one other students post.
Lesson 3
Grade: 6
Purpose/rationale: For this lesson I chose to get ideas from dove.com website. Dove is one of those companies
that loves to advertise to young women and many of their ads deal with self-esteem and defying conformity.
They actually have workshop resources on their website relating to healthy self-esteem. Obviously the goal is
not to advertise dove products to my kids but because those resources are readily available and useful, then why
not incorporate it into the classroom. Its actually a great way to discuss marketing and advertising with my
students and how the use of words and visuals can be so affective.
Standards:
LAFS.6.RI.3.7
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well
as in words to develop a coherent understanding of a topic or issue.
LAFS.6.RL.1.2
Determine a theme or central idea of a text and how it is conveyed through particular details;
provide a summary of the text distinct from personal opinions or judgments.
LAFS.6.SL.1.2
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally)
and explain how it contributes to a topic, text, or issue under study.
LAFS.6.SL.2.5
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in
presentations to clarify information.
NCTE:
Create, critique, analyze, and evaluate multimedia texts;
Attend to the ethical responsibilities required by these complex environments.
Objectives:
SWBAT:
o asdfadsf
Materials:
Worksheets
Anticipatory set:
Teacher has objectives written on board. Bellwork prompt (yesterday we found articles relating to self-esteem.
Do movies and advertisements portray people the same way books and news articles do?) is also written on
board for students to view once they have put their stuff away.
Time
Student is doing
Teacher is doing
5 minutes
arriving and putting

their stuff away
taking out their journal
and responding to the
bellwork prompt
pacing around class and answering any

questions
15 minutes
using computers to
search advertisement
and then post the ad
to their blog
Responding to a
minimum of 5 student
ad blog posts by
answering the
questions written on
the board:
1. What re your initial
thoughts on the ad?
2. Describe what is
literally depicted in
the ad
3. What is the ad
selling? Or saying?
How might it be
manipulating the
audience?
4. What self-esteem
problems could this
cause?
5 minutes
10 minutes
5 minutes
Viewing videos
10 minutes
participating in class
discussion on videos
watching final video at
end of discussion
Teh integration
lesson3.pptx
listening to teacher
and raising hand to
answer questions
going through advertisement PowerPoint:
(click here to access ppt)

with class and discussing the appearance
of the advertisement and how this could
lead to a skewed idea of reality in the
minds of the viewer
pacing and answering questions

writing questions for blog responses on
board
Pacing and answering questions

Accessing student blogs through main
classroom blog and responding to student
work as well as making sure students are
not posting anything inappropriate
Pulling up video for students to watch

watching video with students
(https://youtu.be/9-zdY3nBtJ8 &
https://youtu.be/bdv_oE7fwf8 )
Leading class discussion:

o What are ads designed to do?
To make people want
something.
o Are the people in those ads a
realistic representation of people or
things in real life? Think back to the
PowerPoint and videos.
No, not so much.
o If we consider the photoshopped
people and things in those ads to
be real and be what we consider

beautiful or what we expect to get
when we order a big Mac are we
being realistic? Why could this be a
problem?
Are we setting ourselves up
for disappointment?
Once we buy that product or
food we are happy for a bit
but we will never be fully
satisfied because the product
being advertised is never as
good as the ad makes it
appear.
Keeps us wanting more and
more. This is the science
behind advertising. It
captures its audience. But is it
always sending the best
message?
No, not always
5 minutes
Putting away laptops

and preparing to leave
Informing students that next class they

will be creating a video with 2 or 3 other
classmates. (students will be able to
access the grading checklist via the class
blog) It will be an advertising video. They
will need to capture the audience like all
advertisements do but instead of sending
an unrealistic message they have to
keep it real. They have to come up with
a motivational message to portray in their
advertisement that they feel their
audience would benefit from. Their
message needs to be motivational in
nature.
Example video: (https://youtu.be/7DdM4siaQw )
Telling students to put away laptops and
get ready to go
Passing out worksheets for homework and
explaining it to students while it is being
passed out (For homework students need
to complete the worksheet being handed
out)
tech wkst.docx
Summary/Closure:
Assessment:
about in class.
Complete the worksheet by next class (aka tomorrow).
Used as reference for creating this lesson:
http://selfesteem.dove.us/Resources/Others/PDF/DSEP_Abridged_Teachers_Guide_US_Edition.pdf
http://selfesteem.dove.us/Resources/Others/PDF/Dove_Day_Self_Esteem_Workshop_Guide.pdf
Powerpoint:
(double click to access:)
Teh integration
lesson3.pptx
HW Worksheet:
tech wkst.docx
Video Grading Checklist:

ad
vidchecklistrubricthing.docx
Videos:
https://youtu.be/9-zdY3nBtJ8
https://youtu.be/bdv_oE7fwf8
https://youtu.be/7DdM-4siaQw
Plan B:
If the lesson is going by too slowly, students will only have to respond to 1 or 2 student ad posts (but will have
to view a few students at least even if they do not comment). If the lesson is going by too quickly, the extra time
will be allotted to more class discussion time. If there is a lot of time left over, however, students will be
allowed to read at the end of the class period.
Lesson 4
Grade: 6
Purpose/rationale:
The purpose of todays lesson is to put the students in the drivers seat so to speak. All week I have been leading
the class so now that my students are well acquainted with the theme of the week as well has have a clear
understanding of what advertisement entails, I want them to get create and to create their own advertisements. I
think giving the students some autonomy will allow them to get really excited about the project. I want them
really thinking deeply about the issues we discussed and how they can reach out to an audience in a positive
way. I think by having them work together to create this video, they will be required to do some higher order
thinking about the issues people face and what the best motivational message would be for a certain audience.
Also I want them to have the chance to use technology for the majority of the class. Luckily the school have
video cameras that teachers can use for their classes so I was able to reserve those for my kids today. I also think
this video is a good way for them to keep up with their blog posts because later on they will be posting their
videos to their blog so that other students and I can access them easily for viewing and grading.
Standards:
LAFS.6.SL.2.5
LAFS.6.W.2.5
With some guidance and support from peers and adults, develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying a new approach.
LAFS.6.W.2.6
LAFS.6.RI.3.7
NCTE:
Create, critique, analyze, and evaluate multimedia texts;
Objectives:
SWBAT:
o Create an advertisement video
o Collaborate with peers
o Role-play
Materials:
Video cameras
computers
Anticipatory set:
Teacher has objectives written on board. Bellwork prompt (what was your favorite quote you chose for your
worksheet homework and why?) is also written on board for students to view once they have put their stuff
away. Teacher will have recording material ready beforehand for groups to use.
Time
Student is doing
Teacher is doing
5
minutes
5
minutes
Bellwork
Getting into groups and sharing with

group member what each wrote on their
worksheet
Choosing one audience and one
motivational message to create the video
for/about

questions
Counting off students to

be in groups
questions
30
minutes
Getting recording equipment and

following teacher to playground to record
advertisement video
5
minutes
Paying attention to what teacher is

saying and doing
Leading students to play

ground
Monitoring students on
playground where they are
allowed to record their
videos
Periodically notifying
students of how much
time is left to record
Leading kids back to class
towards the end
Shows kids how to use
moviemaker (already
downloaded to classroom
computers) to edit videos
Students may continue working on

recording or move to editing their videos.
questions
(students have already been taught how
10
Telling students to start
to download the videos to their
minutes
packing up to leave (no
computers)
homework!)
Packing up to leave
Summary/Closure:
Assessment:
about in class.
None.
n/a
Plan B:
If the class is moving too quickly, students will be given more time to edit their work or read at the end of class.
If the class is moving too slowly students will be allowed to continue videotaping up until the end of class and
then the teacher will show them how to edit next class in the very beginning of class.
Lesson 5
Grade: 6
Purpose/rationale: The purpose of this class is to debrief. My students have worked hard up to this point so I
want to reward them by showcasing their work in a fun way. I brought some healthy snacks for them to eat
while we watch (healthy-pop popcorn and v-8 juice cans). I want them to know that hard work means payoff in
the end. But more importantly I want them to see what their classmates have created as well. For homework
they are going to reflect further on the project by writing a minimum of one page reflection to post to their blog.
Standards:
LAFS.6.SL.2.5
LAFS.6.W.2.6
LAFS.6.RI.3.7
NCTE:
Create, critique, analyze, and evaluate multimedia texts
Objectives:
SWBAT:
o Write a journal entry
o Evaluate the overall experience from having to create the ad video
o Construct a final product (product being the video)
o Collaborate with peers on project
Materials:
Projector
Computers
Snacks (juice and popcorn in cups)
napkins
Anticipatory set:
Teacher has objectives written on board. Bellwork prompt ( What have you learned from creating this video
and working with your classmates?) is also written on board for students to view once they have put their stuff
away.
Time
Student is doing
Teacher is doing
5 minutes
10 minutes
Responding to bellwork prompt in

their journals

questions
Students will work as group to put
Instructing students to
final touches on video and then each

student will post the video to their
individual blog (and write a summary
in their own words about the video
and what they learned from the
process for homework)
start putting final touches

on video and then post the
video to their blogs
35 minutes
Watching classmates videos
5 minutes
Packing up and preparing to leave
Pulling up the videos for

the class to watch
Passing out snacks
Grading videos
Instructing students to
pack up.
Wishing everyone a good
weekend
Debriefing students on
video assignment and
telling them what a great
job they all did (assuming
they all did a great job)
Summary/Closure:
Assessment:
about in class.
Formal Assessment: using checklist to grade student videos (mostly a completion grade)
Write a One page reflection (to post on blog) on the experience you had creating the advertisement video. (What
did you learn about video making, advertising, and working as a team? What did you learn from the message
you gave in your video and from your classmates videos? Did you learn anything about yourself from this
process? How could advertisements affect people self-esteem positively/negatively?)
Rubric for video:
ad
vidchecklistrubricthing.docx
Plan B:
If the class is going too quickly and we finish watching the videos early, I will let students start on their
homework or read at the end of class. If the lesson is going too slowly, and we dont finish watching everyones
video this class, we will finish watching them next class and I will just adjust the lesson for next class to allow
time to finish watching videos then.

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Technology Integration Lesson Plans

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Lesson Plan Template

Name: Mary Toth

arriving and putting their stuff away

pacing around class and

texting response to free response poll

engaging in class discussion and

posing questions for

Pacing and answering

and analyze in groups of 3 or 4 (what did

Groups share what they discussed

Packing up and listening to teacher

Brief students on what is

Telling students to get

Italys prison Bake Off helps

Human Interest News Posted on December 15, 2014

Italys prison Bake Off helps prisoners rebuild lives

Japan blames butter shortage on exhausted cows

arriving and putting their stuff

pacing around class and

student present to class what

asking students to share their

listening to teacher and paying

Showing students what the

Getting classroom laptops and

Locating online article relating to

Putting away laptops and

Walking around class making

Pacing and answering any

Pacing and answering any

Telling students to put away

arriving and putting

pacing around class and answering any

going through advertisement PowerPoint:

(click here to access ppt)

pacing and answering questions

Pacing and answering questions

Pulling up video for students to watch

Leading class discussion:

be real and be what we consider

Putting away laptops

Informing students that next class they

Video Grading Checklist:

Getting into groups and sharing with

Pacing and answering

Counting off students to

Getting recording equipment and

Paying attention to what teacher is

Leading students to play

Students may continue working on

Responding to bellwork prompt in

Pacing and answering

Students will work as group to put

final touches on video and then each

start putting final touches

Watching classmates videos

Packing up and preparing to leave

Pulling up the videos for

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