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INSTRUCTIONAL SOFTWARE

Choose one Instructional Software title. Complete all fields in the following template to describe the
software and how you would use this product in your future classroom to help students achieve required
learning standards.
Name: Mary Kissee
Software Title: Brain Pop
URL: https://www.brainpop.com/
Function(s) of Instructional Software (check all that apply):
Drill and Practice Tutorial Simulation Instructional Game e-
books/e-references
Features of the Software (check all that apply):
Assessment Monitoring/Reporting (Keeps track of student data and/or
generates reports for the teacher) Allows teacher to create customized lessons
for students Multi-user or collaborative functions with others in class Multi-
user or collaborative functions with others beyond local class Accessible to
students beyond the school day Accessible via mobile devices Multiple
languages Safety, security, and/or privacy features
Strengths of the Software: This instructional software will serve as a great
activating strategy when administrating your anticipatory setting for the class. In
addition, students motivation will increase as there are engaging tutorials, games,
and even concepts maps that students can easily access at home or while in
school.
Suggestions for Improvement: Although there is an assessment section for
each concept, it would be wonderful if there was a way that the assessments could
be sent directly to the teacher and or parent. In addition, having activities that
would implement high order of thinking would be beneficial to both students and
teachers, as it would improve content knowledge and mastery of skills.
Standards Addressed: See https://www.georgiastandards.org/Pages/Default.aspx
ELAGSE8RL4 Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of specific word choices
on meaning and tone, including analogies or allusions to other texts.
Grade Level/Content Area(s): Eight grade, Language Arts
Blooms Level of Critical Thinking Required (check all that apply). See
http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Remembering Understanding Applying Analyzing Evaluating
Creating
Description of how to implement in the class: Students will come to class
having read the short story, The Lottery by Shirley Jackson. In our anticipatory set
for todays lesson, students will look at how Shirley Jackson uses humor and
suspense to effect the storys mood and tone. To begin, students will go access
Brain Pop and under the English section in the writing portion, we will watch a short
clip on how Tim and Moby explain to us how authors implement mood and tone
when writing to elicit emotions when reading. After watching the short clip, the
whole class will come together and on the white board we will make a list of
aspects that we as readers can look out for when analyzing the mood and tone of a
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INSTRUCTIONAL SOFTWARE

piece. Once we compile a list, we will then analyze the short story, The Lottery
looking for how Shirley Jackson used humor and or suspense to effect the storys
mood and tone. Students will work in groups of four when analyzing the short story
and will have a main web idea type of graphic organizer to help facilitate their
responses. Once each group of students are finished filling out their graphic
organizer, our class will come together to share each others findings, which will
serve as the conclusion of the anticipatory set.
* Examples of common instructional models include whole group, teacher-led, student
self-paced, small group, or individual learning activities. Use as many of these
descriptors or other descriptors as apply.