Daily Lesson Plan Template

TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE

A Standards-Based Approach

Daily Lesson GAME Plan Template

PART I: Problem-based Learning


Lesson Title: Jimmy Carter Presentation
Related Lessons:
2nd Grade Social Studies
Unit:
The Life of Jimmy Carter- Social Studies

GOALS
Content Standards:
Read about and describe the life of Jimmy Carter (GPS) (2SS_G2008-32)
Describe the cultural and geographic systems associated with Jimmy Carter (GPS) (2SS_G2008-33)
Analyze how Jimmy Carter demonstrated the positive citizenship traits of honesty, dependability, liberty, trustworthiness, honor, civility, good sportsmanship, patience, and compassion (GPS) (2SS_G2008-36)





ISTE NETS-S

X Creativity and innovation
X Communication and collaboration
X Research and information fluency



X Critical thinking, problem-solving, & decision-making
X Technology operations and concepts

Instructional objective(s):
Jimmy Carter is coming to Suwanee Elementary and he has selected you and your partner to introduce him to the school. The problem is, many students are unaware of who he is, his biographical information, his accomplishments, and what we can learn from his actions. It is your job to produce a presentation that is not only informative but also entertaining so that your school will know why Jimmy Carter is so important to Georgia and to our country.


ACTION
Before-class preparation:
Teacher will select (and get approval for) many online resources about Jimmy Carter that are age appropriate as well as safe for students to use. The teacher will then add those websites to the school’s intranet page so that students can easily access the information. The teacher will also reproduce various note-taking graphic organizers so that students will have a choice for data collection. He/she will also locate and gather various print resources on Jimmy Carter. The teacher will also compile a list of possible tools students can use for their presentation. Finally, the teacher will group students in partners based on interests.
During class
Time
Instructional Activities
Materials & Resources
The teacher will spend one hour a day for two weeks (during Social Studies period) in the computer lab.
Teacher will introduce problem and assign partners. Each pair will be given an outline of the problem as well as list of possible tools they can use. The first week, students will gather data they will use for their presentation as well as brainstorm how they will present the information to their peers. Teacher will assist where needed to help students use the tools of their choice.
-Various Graphic Organizers for data collection.
-Various print resources about Jimmy Carter that are age appropriate
-Handout that outlines problem with possible ideas for presentation
-Computer access with pre-selected websites
-Various multi-media resources such as flip-cameras, Powerpoint, Voicethreads, and other Web 2.0 tools.

Notes: Student groupings, environmental modifications needed, etc.


MONITOR
Ongoing assessment(s):
Informal Assessments such as monitoring students throughout PBL assignment
Summative assessment after PBL assignment is complete
Final presentations
Accommodations and extensions:
By providing multiple forms of resources and allowing students the freedom to choose their form of presentation, students are able to cater to their personal interests and needs. By grouping students by interest, they are able to work together to form a presentation that is most representative of them.


Backup plan:
If students appear to need more assistance, the teacher will scaffold instruction where needed.


PART II: Online Collaboration


Lesson Title: Lesson #2
Online Collaboration - Jimmy Carter Discussion

Related Lessons:
Jimmy Carter PBL


Unit:
Jimmy Carter- 2nd Grade

GOALS
Content Standards:
Analyze how Jimmy Carter demonstrated the positive citizenship traits of honesty, dependability, liberty, trustworthiness, honor, civility, good sportsmanship, patience, and compassion (GPS) (2SS_G2008-36)
Use a variety of resources (encyclopedia, Internet, books) to research and share information on a topic (GPS) (2LA_G2009-82)
Make connections between texts and/or personal experiences (GPS) (2LA_B2009-27)

ISTE NETS-S

o Creativity and innovation
X Communication and collaboration
X Research and information fluency



o Critical thinking, problem-solving, & decision-making
X Digital citizenship
X Technology operations and concepts

Instructional objective(s): Students will use a Wiki to discuss personality traits of Jimmy Carter while relating him to characters from stories they have read, important people in their lives, and other historical figures. They will use this opportunity to share information they have learned about Jimmy Carter while promoting discussion with one another about the connections they have made.



ACTION
Before-class preparation:
Teacher will build Wiki for students to use. TTW also create an example page on the Wiki for demonstration.


During class
Time
Instructional Activities
Materials & Resources
10 Minutes (Day 1)

15-20 minutes (Day 1)

60 Minutes (Day 2)

60 Minutes (Day 3)

Introduce lesson, recall character traits and background information on Jimmy Carter.

Introduce Wiki. Show demonstration and allow students to interact and play with Wiki. Let them post a discussion comment on your demonstration page. Also demonstrate the multiple methods they could use to answer the question.

Allow students to create Wiki page where they can complete the assignment. Allow them to use multiple methods: webs, text, etc.

Allow students to comment and form a connection with at least three other students’ wiki pages in the class. They must also respond to at least three discussion postings left by their peers on their own Wiki page.

Chart Paper, easel

SmartBoard, Individual computers or laptops.

Computers

Computers

Notes: Student groupings, environmental modifications needed, etc.


MONITOR

Ongoing assessment(s): Teacher will monitor students’ work as it is being completed, she will constantly walk around the room and provide feedback.
Accommodations and extension: Because students are using multiple methods to complete discussion question, they have the liberty of choosing the method that works best for them. Those students wishing to extend may elaborate on discussions as well as provide multiple examples within their wiki posting.
Backup plan: If technology is unavailable, students will complete the assignment in written form and then form groups to discuss and compare connections.




Part III: Digital Story Telling

Daily Lesson GAME Plan Template

Lesson Title:
Jimmy Carter Digital Story Telling

Related Lessons:
Jimmy Carter PBL, Online Collaboration for Jimmy Carter


Unit:
Life of Jimmy Carter – Social Studies 2nd grade

GOALS
Brief Description:
The students will use digital story telling as a way of displaying their knowledge about Jimmy Carter. The students will be given an important event in Jimmy Carter’s life based on research they have completed for their PBL activity. Through images and voice, the students will work in pairs to create a digital story from Jimmy Carter’s perspective (1st person). The students will display what they created to the class and the class will work together to create a digital timeline based on the short movies.

Content Standards:
Read about and describe the life of Jimmy Carter (GPS) (2SS_G2008-32)
Describe the cultural and geographic systems associated with Jimmy Carter (GPS) (2SS_G2008-33)
Analyze how Jimmy Carter demonstrated the positive citizenship traits of honesty, dependability, liberty, trustworthiness, honor, civility, good sportsmanship, patience, and compassion (GPS) (2SS_G2008-36)


ISTE NETS-S

X Creativity and innovation

o Communication and collaboration
X Research and information fluency



o Critical thinking, problem-solving, & decision-making
o Digital citizenship
X Technology operations and concepts

Instructional objective(s):
Students will demonstrate their knowledge of an important event in the life of Jimmy Carter. They will use the digital story telling as a way to sequence the event and teach their classmates.


ACTION
Before-class preparation: TTW create an example of a digital story with windows movie maker. TTW also create a list of important events from Jimmy Carter’s life that the students will use to create their own digital story. TTW also create a graphic organizer so that students can plan their digital story with pencil and paper if they need to. The students will work with the same partner from the Jimmy Carter PBL lesson.


During class
Time
Instructional Activities
Materials & Resources

10 minutes (Day 1)

15-20 minutes (Day 1)

20 Minutes (Day 1)

60 Minutes (Day 2)

30 Minutes (Day 2)
30 Minutes (Day 2)

60 Minutes (Day 3)


Show Digital story for students to see and assign major event to each pair of students

Introduce Windows Movie maker to students and model important functions of the program. Allow students to practice on laptops as you teach them important functions.
These functions include: adding pictures, adjusting slide time, and using microphone to narrate timeline.

Give students time to explore program and create min-movies of their choice. This is the time for students just to get use to the program.

Students will work with partner to create their digital story based on the important event. They will use research tools from the computer, their books, etc. They can use the graphic organizer to plan their story before they make their actual digital story.

Finish Digital Story

Share digital stories while students use graphic organizer timeline to take notes on important events.

Students will collaborate with their partner to design digital timeline with the website: www.readwritethink.org
They will print the timeline for an assessment piece.


Pre-made digital story and list of major events.

Laptops, Smartboard, microphones.

Laptops, microphones

Laptops, reference materials, books, and graphic organizer.

Same

Laptops with internet access. Timeline graphic organizer.

Notes: Student groupings, environmental modifications needed, etc.


MONITOR

Ongoing assessment(s): Teacher will assess knowledge and participation with the digital story telling piece. The teacher will also use informal assessment as he/she monitors as students work together. TTW also use the final timeline piece as a way to assess what students learned from other students’ digital story.
Accommodations and extensions: For students need additional assistance, TTW extra time to create assignment as well as assist in locating pictures. Since students can use multiple sources to locate information, students can choose the best way for their learning needs.
Backup plan: If technology fails, the students can create picture books with folded paper and covers. TTW allow students to read their stories to the class and then display their book in the class library. The students will create their timelines with paper and pencil. They can illustrate important events with crayons.