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Basic Productivity Tools (BPT)

Lesson Idea Name: Oh No! What Are Pronouns Again?

Content Area: ESOL/ELA
Grade Level(s): L3/L4 Students (4th-5th Grade?)
Content Standard Addressed:
Standard 1: English language learners communicate for social, intercultural, and instructional purposes within
the school setting.
Standard 2: English language learners communicate information, ideas, and concepts necessary for academic
success in the area of language arts.
(TESOL technology standards framework. (2008). Alexandria, VA: Teachers of English to Speakers of Other

Common Core State Standards for English Language Arts, Speaking and Listening, Presentation of Knowledge
& Ideas #45 (Grade 5): Report on a topic or text, tell a story, or recount an experience in an organized
manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace; Add audio recordings and visual displays to presentations when
appropriate to enhance the development of main ideas or themes.
(The 2012 amplification of the English language development standards kindergartengrade 12 (pg. 38))

Technology Standard Addressed:

1. Students articulate and set personal learning goals, develop strategies leveraging technology to
achieve them and reflect on the learning process itself to improve learning outcomes. (ISTE-1)
2. Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways. (ISTE-1)
3. Students plan and employ effective research strategies to locate information and other resources for
their intellectual or creative pursuits. (ISTE-3)
4. Students curate information from digital resources using a variety of tools and methods to create
collections of artifacts that demonstrate meaningful connections or conclusions. (ISTE-3)
5. Students choose the appropriate platforms and tools for meeting the desired objectives of their
creation or communication. (ISTE-6)
6. Students create original works or responsibly repurpose or remix digital resources into new creations.
7. Students communicate complex ideas clearly and effectively by creating or using a variety of digital
objects such as visualizations, models or simulations. (ISTE-6)
8. Students publish or present content that customizes the message and medium for their intended
audiences. (ISTE-6)
9. Students contribute constructively to project teams, assuming various roles and responsibilities to
work effectively toward a common goal. (ISTE-7)

Selected Technology Tool: Microsoft PowerPoint

URL(s) to support the lesson (if applicable):
(Any sites that are school appropriate for research)
Blooms Taxonomy Level(s):
Remembering Understanding Applying Analyzing Evaluating Creating

Summer 2017_SJB
Basic Productivity Tools (BPT)
Levels of Technology Integration (LoTi Level):
Level 1: Awareness Level 2: Exploration Level 3: Infusion Level 4: Integration
Level 5: Expansion Level 6: Refinement

Lesson idea implementation:

In this lesson, I plan on reintroducing the use of pronouns and teaching about the different types using the
Jigsaw Method. Ill start the class off with a PowerPoint video I created to assess prior knowledge of
pronouns: the when and how to use them. Then I will begin to introduce the different types, starting with
personal pronouns. However, I will find that I cannot continue the lesson (I will probaly fake amnesia or lose
my voice)! I will then use my PowerPoint voiceover to split the students into groups with assigned tasks to
Jigsaw the other types of pronouns (researcher, scribe, task manager, presenter). They will use the graphic
organizer given to them at the beginning of class to research their pronouns using the sites provided, or any
other that is school appropriate (they have to ask me first if they can use it).

By the end of their allotted time, the students should have 1-2 slides for their pronoun type, including an
audio recording for their slides. They will be assessed based on their explanation of their pronoun, their
identification of the pronouns (I, him, her as opposed to myself, herself, himself), and their example
sentences. As they turn in their assignments, I will try to assemble them into one PowerPoint, make it into a
video so that we can watch it, and ultimately learn as a class. Altogether, my presentation should take 10-15
minutes, and I will give them 35 minutes to research and create their slides. Their ticket out of class at the
end of the lesson is to give me a sentence example of any pronoun of their choice using the name of the
person standing in front of them.

This lesson idea allows me to let the students teach themselves, using my introduction to pronouns as
jumping off point for them to model after in their own research. This lesson goes from a LoTi 2 to a LoTi 4
because the students are not just taking in content taught by the teacher, but are teaching themselves the
content with guidance from the teacher. They are able to make choices in the websites they go to for
research (to an extent), and are able to create their PowerPoint presentation as they would like to present
the information to the class. They take on more roles in their assigned tasks are in charge of their learning. I
plan to continue this lesson using a Beyond the Basic Productivity Tool, probably as an introduction for a
different class period. Whether I am able to put all of the presentations together in one in this class period or
have to do it at home, I would make it available to the students, either by through the class website or some
other means.

Summer 2017_SJB