A Technology-enhanced Lesson Plan 2

Hello everyone

Here is my second Technology-enhanced Lesson.

Lesson Title: How to avoid illness
Lesson Author: Simon Haines and Don Dallas
Grade Level: 10 (First Year Secondary)
Subject Area: Reading
Time Allotted for the Lesson: 50 minutes

Short Description of Lesson:

In this lesson, the students use “WordWeb” ,a computer dictionary working online and offline, to check the meanings of a wordlist given. They skim the passage to answer questions a-d. They read the passage carefully to answer questions a-e in pairs. Students use the internet to get illustrations about hygiene and sanitation, causes and protection of illnesses. In groups, students design brochures, newsletters or posters about the topic.
Classroom Layout and Grouping of Students:
Multi-media room with a data-show and six computers. Every three desks will be shaped like U for six students. There will be six U shapes. Students will sit in groups of six.

State Curriculum Standards met in this lesson:
Students will learn, practice, and internalize strategies that are essential life-long learning skills for reading, writing, understanding, and interpreting content specific materials. The strategies will be applied in the content areas of English, mathematics, science, and social studies. Skills will include previewing and reviewing print and non-print text, activating prior knowledge, processing and acquiring new vocabulary, organizing information, understanding visual representations, self-monitoring, and reflecting.

National Education Technology Standards for Students (NETS•S) met in this lesson1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical
behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.

Instructional Objective(s):
1. Using the WordWeb dictionary, students will be able to check the meanings of the new vocabulary with 100% accuracy.
2. Reading (skimming, scanning) the text, students will be able to answer questions a-d and a-e with 90% accuracy.
3. Designing brochures (newsletters, posters), students show their belief in the importance of following the rules of cleanliness with 80% accuracy.

Preparing to Use Technology: A Practical Guide to Curriculum Integration (2007) 2
Materials, Resources and Technology:

1. Textbook
2. Printing and drawing sheets
3. Markers, color pens




Technology resources needed for this lesson


1. the internet connection
2. wordweb dictionary
3. Computers, data-show

Web Addresses needed for this lesson:
Website name (e.g. Yahoo), followed by the site’s complete web address http://www.yahoo.com,
1. http://www.wordwebonline.com
2. Google http://images.google.com/imghp?hl=en&tab=wi
3. Yahoo http://images.search.yahoo.com/images

Student’s Present level of Performance and Knowledge:

Students already know about 90% of the vocabulary used in the passage. They know how to use the dictionary and the search engines on the computer. They only need clear instruction before each activity.

Instructional Procedures
Lesson Set:

Using the Windows Media Player and the data-show, I will present a short video-clip about two boys. The first follows the correct rules to a health life and so he looks healthy and does better at school. The second boy does the opposite. He looks pale and does badly at school. I ask students to watch the video-clip and prepare their comment with reasons.

Techniques and Activities:

1 as a warm up activity, students watch a video-clip. In groups, they prepare, discuss and present their comments on the video-clip.
2. Using WordWeb dictionary, students check the meanings of the new vocabulary given in a list.
3. Students use the world-list to fill in the gaps in the sentences given in the textbook.
4. Individually, students read (skim) the text to answer questions a-d. In pairs, they check their answers. Asking each group to give an answer. The other groups check their answers. They say if they agree or not.
5. Individually, students scan the passage to find answers to questions a-e. Students check their answers in pairs. Checking the groups’ answers orally.
6. Each group will choose one idea from the list to work on:
a) illnesses and their causes
b) hygiene
c) sanitation
d) germs
e) healty life rules
f) Protection is better than cure
Each group will work on the idea chosen. They use the websites mentioned above to complete their work for a brochure, a newsletter, a poster, slideshow…etc

Lesson Closure:

In turns, groups present their product to the class using the data-show. The other groups evaluate and greet. I give a suitable feedback.

Preparing to Use Technology: A Practical Guide to Curriculum Integration (2007) 3
Adaptations for Special Learners:

For students with special needs I will use simpler language in classroom management and instruction. They are slow, so I will keep part of the activities as homework. Warm-up stories may replace the video-clips foe the poor-sighted students. I may use aids more and help them with understanding the text and answer gradual questions.

Supplemental Activities: Extension and remediation:

As an additional activity, students may write a composition on the same topic. They may make a wall-magazine. They may present an item on the morning broadcast. For slow-learners I may have to give simpler instruction for each activity. I may change the questions in the textbook for easier ones. Good learners may help the poor ones.

Assessment/Evaluation:

I observe students to make sure that each one follows my instruction for individual tasks. I observe students doing the group tasks to see how far each one cooperates. Accuracy in speaking, giving the correct answers, writing, using the internet, discussing ideas are evaluated. Language skills have certain marks (grades), while other skills and achievements have other marks. Suitable (positive, encouraging) feedback is always given after each response.

Student Products:

Slideshow, newsletter, brochure, Poster