1. ASSURE LESSON PLANPOETRY TALKbyDionne Y. GriffithEDTC 615UMUCJuly 22, 2009ANALYZE LEARNERS General Competencies Sixth-grade language arts class of 32 students. The age range is 11 to 12 years of age. There are26 females and 6 males. The students are culturally diverse and come from various socioeconomic backgrounds. Entry Competencies Students are able to: Read poetry and identify the elements of diction, tone, imagery, similes, metaphors, and symbol. Use the Internet to research, locate, select, and utilize information for presentations. Use technical equipment (computers and data projectors) and PowerPoint. Learning Styles The students’ learning styles vary, and they are actively involved in planning and implementing lessons. The majority of the students are kinesthetic learners. They prefer group assignments and class presentations. STATE OBJECTIVES Students will be able to: Display their ability to use the Internet to research an assigned poet and poem. Analyze and interpret a poem by the poet. Use PowerPoint to create a visual presentation about their assigned poets and poems. Make an oral presentation. Score at least 90% accuracy according to the rubric provided. SELECT METHODS, MEDIA, AND MATERIALS Computers with Internet access and presentation software are located in the classroom. The teacher models the lesson for students. S/he selects a poet and a poem by the poet; uses the Internet to research the poet and the poem; and uses PowerPoint to assist with an oral presentation about the poet and poem. Students use the Internet to research their assigned poets and poem and PowerPoint to make their presentations. UTILIZE MEDIA AND MATERIALS Preview Materials The teacher previews the selected websites students will visit to conduct research to determine appropriateness of each site. Prepare the Materials The teacher prepares a handout that explains what students should do to complete their projects, and a rubric detailing how presentations will be scored. To save students the time of typing in websites, the technology coordinator will copy pre-selected websites to the school server, and students will click on the links. Prepare the Environment The lesson will take place in the classroom where students can see the teacher’s presentation. Students will conduct their research and create their presentations using laptops. Laptops have to be checked to ensure that they are all functioning; that they all have access to the school server; and that all computers can save to the school server or individual flash drives. Prepare the Learners To prepare the students, the teacher introduces the lesson by giving students an overview of poetry through a Virtual Field Trip http://www.field-guides.com/lit/poet/ . S/he discusses the objectives and how they relate to the project. Each student is given two handouts describing details for completing the Virtual Field Trip and the research; and directions for the presentations, and rubrics for peer evaluation. Provide the Learning Experience The teacher facilitates student learning by encouraging students to be creative with their presentations, preparing the classroom environment with appropriate materials needed for student presentations, and revisiting students’ prior knowledge of poetry using a Virtual Field Trip http://www.field-guides.com/lit/poet/ REQUIRE LEARNER PARTICIPATION Independent Student Activity The students individually will display their ability to use the Internet to research an assigned poetand analyze and interpret a poem by the poet. The students will have one week to complete to their presentations and will be allowed to rehearse their presentations. Peer Evaluation Students will be paired with a classmate, who will assess their performances and evaluate their presentation using a rubric provided by the teacher. The rubric informs students how they can improve. EVALUATE AND REVISE Multimedia Project : Poetry Talk Student Name: ________________________________________ CATEGORY 4 3 2 1 SCOREContent Covers topic in-depth with details and examples. Subject knowledge is excellent. Includes essential knowledge about the topic. Subject knowledge appears to be good. Includes essential information about the topic but there are 1-2 factual errors. Content is minimal OR there are several factual errors. Sources Source information collected for all graphics, facts and quotes. All documented in desired format. Source information collected for all graphics, facts and quotes. Most documented in desired format. Source information collected for graphics, facts and quotes, but not documented in desired format. Very little or no source information was collected. Organization Content is well organized using headings or bulleted lists to group related material. Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Content is logically organized for the most part. There was no clear or logical organizational structure, just lots of facts. Requirements All requirements are met and exceeded. All requirements are met. One requirement was not completely met. More than one requirement was not completely met. Originality Product shows a large amount of original thought. Ideas are creative and inventive. Product shows some original thought. Work shows new ideas and insights. Uses other people's ideas (giving them credit), but there is little evidence of original thinking. Uses other people's ideas, but does not give them credit. Oral Presentation Interesting, well-rehearsed with smooth delivery that holds audience attention. Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention. Delivery not smooth, but able to hold audience attention most of the time. Delivery not smooth and audience attention lost. TOTAL -- Adapted from 4teachers.org’s Rubistar http://rubistar.4teachers.org/index.php A = 17 – 20, B = 13 – 16, C = 9 – 12, D = 5 – 8, F = 0 – 5 Comments: Assessment of Learner Achievement Learner achievement is assessed in two ways. First, students demonstrate content knowledge, which is evident in the students’ PowerPoint presentations, and from the students’ oral presentations. Second, students demonstrate use of technology skills. All skills, content knowledge, PowerPoint, and oral presentations, are evaluated using a rubric. Evaluation of Strategies, Technology, and Media The teacher evaluates the poetry talk strategies, technology, and media during the implementation of the lesson by stopping periodically to check for understanding. At the conclusion of the lesson, students jot down notes about what they liked about the lesson and what could be improved. A whole-class discussion is based on students’ reflections. The teacher takes notes during the discussion to ascertain the strengths and weaknesses of the lesson. Revision of Methods, Media, and Materials This lesson has not been implemented; therefore, the teacher cannot discuss how well this lesson was received by students. In the future, the teacher may want to consider other presentation software besides PowerPoint, for instance, Google Docs, YouTube, etc. Additionally, it would be beneficial to have students add audio to their presentations. Doing so, quells the fears of those who are shy. REFERENCES Rosario-Perez, M. (2007). Multimedia ASSURE. Retrieved July 17, 2009, from http://duckmy.googlepages.com/welcometomysite Smaldino, S. E. (2008). Instructional technology and media for learning (9th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall. Wiggins, T. (2005). Assure lesson plan. Retrieved July 17, 2009, from http://assure6.tripod.com/ Visuals (in order as they appear) HYPERLINK
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