Technology and Differentiation

Assignment 1E Part 3: Technology and Differentiation.

 

Choose a lesson plan that you have created during the past 15 weeks in your on-line courses.  For example, the lesson you use for CUIN Module 4.  Revise it by incorporating technology into your plan.  The example is provided to guide you.  You may use different tools or applications throughout the lesson or you may have your students use technology for the final product.

EXAMPLE

Name: Sarah Webber

Madeline Hunter Lesson Template

Subject Area:  English

Grade Level:  8th grade

Lesson Title: “The Lion King” Plot Elements

Anticipatory Set:

In table groups, students will brainstorm events of the movie “The Lion King.”

Brainstorming will be limited to the amount of time it takes for two Lion King songs to play on Youtube.

Once students are finished, teacher will orally review the events with the entire class to ensure accuracy and student understanding.

Purpose (Objective):

The students will identify the different elements of a plot and apply them to the events of the Lion King by completing a plot diagram.

TEKS: (6) Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A) analyze linear plot developments (e.g. conflict, rising action, falling action, resolution, subplots) to determine whether and how conflicts are resolved.

Input: Teacher will present the plot elements and definitions using the ActivBoard. Different student volunteers will read the plot elements and definitions. Students will fill in a plot diagram handout with the appropriate information.

Modeling (Show):

As students read plot elements and definitions, teacher will label a plot diagram on butcher paper at the front of the room using the symbol of climbing up and down a mountain.

Guided Practice (follow me):

In their groups, students will have five post-it notes. On each post-it, they are to write the event(s) in the Lion King that correlates with each plot element. (The Lion King youtube songs may be played again as groups work together.) Once all five post-its have been identified, they are to be placed on the big butcher paper plot diagram at the front of the room in the appropriate place. Once all groups are finished, the teacher will read each post-it and ask for students to give a thumbs up or thumbs down if the event is in the correct place. Reteaching and explanation will occur if necessary to clarify why a post-it is not placed correctly.

 

Check for Understanding:

Oral review of Lion King events to establish a common timeline

Thumbs Up/Thumbs Down during Guided Practice when labelling events

 

Independent Practice:

Students will choose one of Grimm’s fairy tales to read individually (choices include Cinderella, Sleeping Beauty, and Rapunzel). Then students will complete a plot diagram on their own.

Closure:

Students will use cell phones to answer questions about plot elements and their purpose using polleverywhere.com.

Homework: Students contribute to a thread on the class blog with a movie of choice and identification of the movie’s climax.

 

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