Through out
this semester we have been learning ways to integrate technology in our lesson
planning. However, one of the most important things that we have learned is
that technology should not replace education and teaching styles, but supplement
and enhance it. Over the course of the semester we have absorbed information
from this course in relation to the other course we have taken, especially in
our Curriculum and Teaching classes. For this assignment, I have chosen a
lesson plan I worked on from CURR 310- Inclusion. With the goal of integrating
technology into this existing lesson plan, I have used resources from other
courses including our class, and
readings from Domine’s book. The goal of my lesson plan is to increase student
understanding of different perspectives, specifically during the American
Revolution. The students will also be acquired to create an authentic diary
entry, from either perspective of a British or Continental soldier. Meant for 8th graders, this not only
focuses on my concentration Social Studies but Language Arts elements as well.
The first
thing the students will do is reading, in pairs, two diary entries from the
American Revolution. One entry is from the perspective of a Continental
soldier, and the other is from a British soldier’s experience. The Social
Studies standard I felt which is aligned with this task of examining these two
experiences and determine the impact the Revolution had on them. Students will
use methods mostly including student-centered work. Some of these strategies
include reading aloud and small-group work. I felt I could also allow students
to use Internet access and a computer to supplement their task. A good NETS
strategy I aligned with this task focuses on communication and collaboration
with students. By working together, in pairs, these students will reflect the
standards I believed would enhance this first objective. For homework, students
will have to do Internet research of the different experiences of both the
British and Continental army troops during the Revolution. This homework assignment asks students to “employ
data-collection technology” to gather and evaluate information found on the
Internet. The students must then bring their findings to the class, where their
findings will be discussed as a group (which is both student and teacher
centered).
The Social Studies standard that I
feel replicates this assignment, the most, is using these findings to compare
and contrast different interpretation of historical events. Group discussion is both student and teacher
centered and students will work together to brainstorm and create a Venn
diagram. The teacher will begin the lesson by modeling an example for the class
for the graphic organizer. Students will be able to gather information and
create a visual presentation with teacher involvement. The technologies the
students will utilize include their Internet research, graphic organizers and
computer access. The NETS standards I felt could be the most relevant for this
task include using technology productively, for their homework assignment, and
proper communication.
For the
next assignment part of this lesson, students will be required to research
particular events that occurred during the American Revolution. Students will
be advised that they will incorporate this information for their final
assessment, and that they must chose a perspective to work with. I felt the
standards that represent this part of the assignment are both NETS standards.
Students will have to use technology effectively and productively; this is
crucial for student success. The strategies students will utilize are
individual work, which will be assessed, and information and research
gathering. The technologies students will need to use are both Internet
research and a computer.
The final
assessment, and end product, incorporates cross-curricular standards related to,
not only Social Studies skills, but writing skills, NETS standards, and
technology. The Language Arts standard I referenced for this part requires
students to use a computer and word processing software, like Microsoft Word,
to compose a creative piece. This standard is perfect for the end product of a
creative writing, journal entry, as if the student was in the American
Revolution for either perspective of the American or British military
member. Through their Internet research,
students must incorporate at least three verifiable facts they have found, and
reference a particular event during the Revolution. The NETS standards I felt
went along well with this task, wants students to use creativity and innovation
in this final assessment, and to demonstrate creativity. This final row focuses on student-centered
strategies like individual and creative writing, as well as student
participation. The only technologies I felt were needed is Internet research, a
computer and printer.
Hopefully, the students will meet the goals and learning topics of this lesson, through the use of technological resources and prior knowledge/abilities.
Hopefully, the students will meet the goals and learning topics of this lesson, through the use of technological resources and prior knowledge/abilities.
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