Insert your name here: Chase Taylor

Technology Integration Lesson Plan Evaluation

Directions: After selecting a lesson plan, complete the following chart. Phases I & II are as if you are
preparing to conduct the lesson. For Phase III, reflect on the quality of the lesson plan, which you are
evaluating, and plan to implement. Type your responses in the boxes (the space will expand as you write)
then save your document.
Selection of Lesson Plan
Lesson Title:
Annotation and Close Reading Passage Analysis: excerpt from Fahrenheit 451 by Ray Bradbury
Part 2 of 3
Source: (include URL): http://www.cpalms.org/Public/PreviewResourceLesson/Preview/42764

Standards used to search for plan (full text of standards):

English Language Arts, Grade 10, Reading standards for literature, Key ideas and details

Overview of the lesson: The students annotate literary devices, find patterns in the text, and write
thoughtful commentary on their analysis. The teacher explains the requirements of the analysis,
they will identify the level of effectiveness, and then the teacher will use a grading scale to assess
the writing.

If you needed to change your lesson plan to incorporate technology before you evaluated it, then what
have you added, deleted, or changed in the original lesson plan
Describe your changes and the rationale: Instead of just having students write their analysis, I would
incorporate technology by having them use an app of the school tablets or their phone, and have them
write their summaries, and each student can “like” which one shows the best evidence. That way
students are more involved due to the technology.

Phase I: Analysis of Learning and Teaching Needs

Step 1: Determine Relative Advantage
What are the goals/objectives or outcomes for the lesson? List the top 3.
1. They can learn how to analyze how specific words, images, details, figures of speech, and
syntactical structures create author's purpose, tone, and theme in a passage of fiction.
2. Students should be able to identify patterns in the text and make inferences about their meaning
to clarify the author's purpose, tone, or theme in a passage of fiction.
3. Students will learn to write thoughtful and effective commentary to support their analysis or
claims.

What is the relative advantage of the technology in this lesson (pg. 56-58)? The relative technology us
the students posting their analysis and having their fellow peers liking and commenting like the popular
app Facebook.

Is this relative advantage enough to persuade your principal to support you in the use of this technology?
I believe so, when you incorporate something that kids like to use everyday it keeps them engaged in the
learning process.
Insert your name here: Chase Taylor
Step 2: Assess Tech-PACK
Is my content, technological, and pedagogical knowledge sufficient to conduct this lesson (p. 58)? Which
content, technology, and pedagogy knowledge will I use that I already know?
Content: I already know how to analyze forms of literature
Technology: I know how to use applications on most phones
Pedagogy: I know how teach in small groups

What content, technology, and pedagogy knowledge will I need to learn in order to be successful?
I will need to learn to be an effective teacher for larger groups, and be completely knowledgeable about
analyzing works of literature.

Phase II: Planning for Integration

Step 3: Decide on Objectives and Assessments
What outcomes do I expect of students after the instruction, and how will they show me what they have
learned? (for example, students will be able to list the steps in the scientific method; students will apply
the scientific method to designing an experiment.)
Students will learn to annotate literary devices, students will apply annotations to create a theme
analysis.

How will I assess students’ learning (for example. written test, products, presentation, etc.)? (for
example, students will arrange the steps of the scientific method in order in an online quiz. A rubric will
be used to assess the students’ present the results of a formal experiment. I will use a rubric.)
Students will annotate written literature in a written analysis. A rubric will be used to asses the students
essay. I will use that rubric to grade.

Do the assessment instruments (for example, test, rubrics) exist or will I have to develop them?
List the assessment instruments and indicate those that need to be developed: the assessment
instruments exist in the lesson plan.

Step 4: Designing integration strategies: What teaching strategies will work best?
Will the instruction be single subject or interdisciplinary (integrating more than one content area such as
a history and writing assignment)? Which subject area(s) are covered? What grade level? The instruction
is single. The subject area is English language arts, the grade level is 10.

What are the characteristics of the learning environment? (active, collaborative, constructive, authentic,
and/or goal directed; See descriptions) Include all that apply and what in the lesson makes it so. I
believe it is goal directed, because the students are given step to step directions, and procedural use of
tools,

Which thinking skills are supported and how? (remembering, understanding, applying, analyzing,
Insert your name here: Chase Taylor
evaluating, creating; See descriptions) Are most of the activities for students focused on the higher order
thinking skills of applying, analyzing, evaluating, and creating?
Analyzing is the most thinking skill in this lesson. And yes, the students apply annotating skills, analyze
the text, evaluate the text, and create a discussion.

What level of technology integration is evident? (Entry, Adoption, Adaptation, Infusion, and/or
Transformation; See descriptions.). Include all that apply and what in the lesson makes it so.
Transformation of technology integration is evident, since technology is used to transform the students
analytical essay into a group discussion.

With which learning theories will the activities be aligned: objectivism (directed instruction led by
teacher), constructivism (student-directed instruction with student chosen topics, presentation modes,
and/or project tools), or a combination of these? Support your answer with your reasoning. (See Table
2.2 on page 47)
Objectivism is used since the students are given the passage, the annotation worksheet, and the writing
rubric.

Step 5: Preparing the instructional environment: Are the essential conditions in

place to support technology integration?
How long will the technology resources be needed? What is the time span for using technology in this
lesson? 30 minutes

YES NO
Does the lesson require scheduled time in a lab or media center? yes

Does the lesson require the scheduling of projection devices or large-screen monitors for no
demonstrations?

Does the lesson require other equipment, software, media and resources? yes
If yes, then list other equipment, etc.:

Is the lesson legal according to copyright laws? yes

Does the lesson provide for students’ privacy and safety? yes

Does the lesson provide provisions for special populations such as students with no
disabilities (SWD), English Language Learners (ELL), and gifted?
List the provisions:

Am I familiar with troubleshooting procedures specific to the hardware or software? no

List where to get help:

Does the lesson provide a backup plan if the resources cannot be used as planned? yes
Briefly describe it: The students will partner up and get opinions on the writings that
they did

Phase III: Post-Instruction Analysis and Revisions

Insert your name here: Chase Taylor
Step 6: Analyze Results
YES NO
Is the sequence of activities adequate for completing the task? Would a substitute yes
teacher be able to teach this lesson? Could you teach this lesson?

Is the lesson plan designed to achieve the objectives? What evidence will I use to yes
indicate success?
List your assessment methods: the writing analysis rubric

Now that I evaluated this lesson plan, do I see myself using it in the future? yes
Step 7: Make Revisions
After using this lesson with your class, you would at this point make necessary revisions after
completing Step 6: Analyze Results.

YES NO
Do I see myself using it in the future with modifications? yes

Additional Comments: