- Using www.glogster.com to create a new, modern-day cover of The Great Gatsby (SOL C/T 9-12.5: Students will "respectfully collaborate with peers, experts, and others to contribute to an electronic community of learning")
- (SOL 9-12.2: "Students will demonstrate proficiency in the use of technology"): Students will use video software to create "documentaries" about The Great Depression and its connections to Of Mice and Men.
- (SOL C/T 9-12.5: Students will "respectfully collaborate with peers, experts, and others to contribute to an electronic community of learning"): Students will participate in an ongoing online community like Blogger or a Wiki in which the teacher will give prompts and students will respond to the teacher and to each other.
- (SOL C/T 9-12.9: "Students will use a variety of media and formats to communicate information and ideas effectively to multiple audiences"): Students will use Podcasts to discuss themes and issues in various novels, a la MuggleCast.
- (SOL C/T 9-12.9: "Students will use a variety of media and formats to communicate information and ideas effectively to multiple audiences"): Students will record themselves reciting poems and then discussing meanings, themes, and different aspects of poetry (as the AP test would ask), then publish those discussions via Podcast.
Thursday, October 22, 2009
Possible Lesson Plans
Here are some ideas I've thought about for possible lesson plans that integrate technology:
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Lesson Plan Focus Possibilities
ReplyDeleteLaura Rose
Algebra 1B
Grade 7
Unit: Quadratic Equations, Functional Relationships
1) Solve Quadratic Equations & Identify Zeros Algebraically
2009 SOLs: A.4c: The student will solve multistep linear and quadratic equations in two variables, including solving quadratic equations algebraically and graphically.
A.7c: The student will investigate and analyze function (linear and quadratic) families and their characteristics both algebraically and graphically, including zeros of a function.
A.7f: The student will investigate and analyze function (linear and quadratic) families and their characteristics both algebraically and graphically, including making connections between and among multiple representations of functions (concrete, verbal, numeric, graphic, and algebraic).
Possible Technology Connections:
Examples of real world equations in context, with connections to algebraic and graphical representations and solutions.
2) Solve Quadratic Equations & Identify Zeros Graphically
2009 SOLs: A.4c, A.7c, f (see above)
Possible Technology Connections:
Examples of real world equations in context, with connections to algebraic and graphical representations and solutions.
3) Determine Domain and Range
2009 SOLs: A.7b: The student will investigate and analyze function (linear and quadratic) families and their characteristics both algebraically and graphically, including domain and range.
Possible Technology Connections:
Investigate domain and range algebraically and graphically using real world data sets.
4) Determine X and Y Intercepts
2009 SOLs: A.7d: The student will investigate and analyze function (linear and quadratic) families and their characteristics both algebraically and graphically, including X and Y intercepts.
Possible Technology Connections:
Investigate X and Y intercepts algebraically and graphically using real world data sets.
5) Curve of Best Fit
2009 SOLs: A.11: The student will collect and analyze data, determine the equation of the curve of best fit in order to make predictions, and solve real-world problems, using mathematical models. Mathematical models will include linear and quadratic functions.
Possible Technology Connections:
Use of statistical software (SPSS – a real world tool) and student-generated data, other scatter plot examples using real world data.
1. Create Product Advertising Commercials using flip cameras. Students will write scripts, film, and act in small groups.
ReplyDeleteOral Language SOLs
7.1 The student will give and seek information in conversations, in group discussions, and in oral
presentations.
a) Use oral vocabulary and style appropriate for listeners.
b) Communicate ideas and information orally in an organized and succinct manner.
c) Ask probing questions to seek elaboration and clarification of ideas.
d) Make supportive statements to communicate agreement with or acceptance of others. ideas.
e) Use grammatically correct language and vocabulary appropriate to audience, topic, and
purpose.
7.2 The student will identify the relationship between a speaker.s verbal and nonverbal messages.
a) Use verbal communication skills, such as word choice, pitch, feeling, tone, and voice.
b) Use nonverbal communication skills, such as eye contact, posture, and gestures.
c) Compare/contrast a speaker.s verbal and nonverbal messages.
7.3 The student will describe persuasive messages in nonprint media, including television, radio, and
video.
a) Identify persuasive technique used.
b) Distinguish between fact and opinion.
c) Describe how word choice conveys viewpoint.
2. Explore online newspapers, magazines, and other media to distinguish between formal and informal texts.
Reading SOLs
7.6 The student will read and demonstrate comprehension of a variety of informational texts.
a) Use knowledge of text structures to aid comprehension.
b) Use knowledge of words and phrases that signal an author’s organizational pattern to aid
comprehension.
c) Distinguish fact from opinion in newspapers, magazines, and other print media.
d) Identify the source, viewpoint, and purpose of texts.
e) Describe how word choice and language structure convey an author’s viewpoint.
f) Summarize what is read.
g) Organize and synthesize information for use in written and oral presentations.
3. Students will create podcasts to define vocabulary words and put them into conversation.
Reading SOLs
7.4 The student will read to determine the meanings and pronunciations of unfamiliar words and phrases.
a) Use roots and affixes to expand vocabulary.
b) Recognize analogies and figurative language.
c) Identify connotations.
4. Students will watch a video clip of The Outsiders (the text they will be studying) on a blog website, and they will respond to the verbal and nonverbal messages of the characters by posting on the blog.
Reading SOLs
7.2 The student will identify the relationship between a speaker.s verbal and nonverbal messages.
a) Use verbal communication skills, such as word choice, pitch, feeling, tone, and voice.
b) Use nonverbal communication skills, such as eye contact, posture, and gestures.
c) Compare/contrast a speaker.s verbal and nonverbal messages.
5. Students will create book covers or “movie posters” using www.glogster.com.
7.5 The student will read and demonstrate comprehension of a variety of fiction, narrative nonfiction,
and poetry.
a) Describe setting, character development, plot structure, theme, and conflict.
I think I'm most interested in doing the Podcasts for vocabulary. I think it would be a good study technique.
1) My students are simulating a presidential election in class. I would like them to create campaign videos.
ReplyDeleteGOVT.1 The student will demonstrate mastery of the social studies skills citizenship requires, including the ability to
a) analyze primary and secondary source documents;
b) create and interpret maps, diagrams, tables, charts, graphs, and spreadsheets;
c) analyze political cartoons, political advertisements, pictures, and other graphic media;
d) distinguish between relevant and irrelevant information;
e) evaluate information for accuracy, separating fact from opinion;
f) identify a problem and prioritize solutions;
g) select and defend positions in writing, discussion, and debate.
GOVT.6 The student will demonstrate knowledge of local, state, and national elections by
a) describing the organization, role, and constituencies of political parties;
b) describing the nomination and election process;
c) examining campaign funding and spending;
d) analyzing the influence of media coverage, campaign advertising, and public opinion polls;
e) examining the impact of reapportionment and redistricting;
f) identifying how amendments extend the right to vote;
g) analyzing voter turnout.
GOVT.9 The student will demonstrate knowledge of the process by which public policy is made by
a) examining different perspectives on the role of government;
b) explaining how local, state, and national governments formulate public policy;
c) describing the process by which policy is implemented by the bureaucracy at each level;
d) analyzing how individuals, interest groups, and the media influence public policy.
2) Students are divided into groups and blog about current events throughout the year.
GOVT.18 The student will understand that thoughtful and effective participation in civic life is characterized by
a) obeying the law and paying taxes;
b) serving as a juror;
c) participating in the political process;
d) performing public service;
e) keeping informed about current issues;
f) respecting differing opinions in a diverse society.
3) Use Inspiration to organize political philosophies undergirding the Constitution.
GOVT.2 The student will demonstrate knowledge of the political philosophies that shaped the development of Virginia and United States constitutional government by
a) describing the development of Athenian democracy and the Roman republic;
b) explaining the influence of the Magna Carta, the English Petition of Rights, and the English Bill of Rights;
c) examining the writings of Hobbes, Locke, and Montesquieu;
d) explaining the guarantee of the rights of Englishmen set forth in the charters of the Virginia Company of London;
e) analyzing the natural rights philosophies expressed in the Declaration of Independence.
4) Divide students into groups. Each group creates a glogster poster representing one amendment in the Bill of Rights.
GOVT.11 The student will demonstrate knowledge of civil liberties and civil rights by
a) examining the Bill of Rights, with emphasis on First Amendment freedoms;
b) analyzing due process of law expressed in the 5th and 14th Amendments;
c) explaining selective incorporation of the Bill of Rights;
d) exploring the balance between individual liberties and the public interest;
e) explaining every citizen’s right to be treated equally under the law.
5) Students create podcasts about recent foreign policy events.
GOVT.12 The student will demonstrate knowledge of the role of the United States in a changing world by
a) describing the responsibilities of the national government for foreign policy and national security;
b) assessing the role played by national interest in shaping foreign policy and promoting world peace;
c) examining the relationship of Virginia and the United States to the global economy;
d) examining recent foreign policy and international trade initiatives since 1980.