Micro Lesson #1 Phase 1 Reflection

Lesson 1 Phase 1 Reflection

Assessing Prior Knowledge and Planning Instruction

I chose to present a lesson for the third grade level because it is the grade I will be student teaching in. It is also the grade I hope to teach in the future. The students in the classroom I am observing were currently working on expressive writing so I thought developing a lesson that aligns with my time spent in the classroom would be appropriate for my own learning as well. The students had prior knowledge of essay structure. They knew that the first paragraph is an introductory of their topic, that there is a body of writing that is descriptive of the topic, and that there is a conclusion in which wraps up the writing.

           The student’s prior knowledge will be assessed by reviewing the definition of expressive writing through a whole class discussion. The students brainstorming mind map will also be used for assessment that will show the teacher the student understands their own writing process. Rough drafts and final drafts will be used as summative assessments. As the brainstorming artifacts are completed, planning should be very easy from there. The teacher will know whether a student can move on to revising and drafting their finals.
           The standards that are addressed for this grade level (3.W.2) are appropriate because the students at this age have already been taught not only how to read and write but have also be taught the writing process. This lesson strengthens their ability to properly write an essay. The objectives for this lesson align perfectly with the standards I have chosen. The standard is for a student to write informative/explanatory texts which is exactly what the students will do during this lesson. This lesson is meant to be taught at the beginning of the school year because the topic is about the student, their interests, and specific things about them. It’s ideal for this to be instructed at the beginning because the teacher along with all the students should get to know one another. I’ve really enjoyed this implementation of technology and am excited to use it.

Designing Instruction

            I am using the instructional methods I have described in my lesson because during the writing process one must brainstorm what they want to write about before they should start writing a paper. Mind maps are used to be organized and thorough with your thoughts. I believe that is the best way to start a writing piece. Students are engaged throughout my lesson because they have the opportunity to talk about anything they want, but it must be about themselves. In general, students love to talk about themselves.

Planning Assessment

            This assessment aligns with the standards and objectives addressed because the students are to create topic which is about themselves and be able to convey their ideas and information clearly in a final draft essay piece. In the students final draft of their paper they must have an introductory paragraph, a body, and a conclusion paragraph in which they will put together themselves. The students mind map that was created on mindmeister.com will show the students level of engagement in higher order thinking because it won’t be just full sentences, but words that can trigger a basic idea in which they can eventually write into sentences.

How does your lesson meet each of the ISTE NETs Standards?

            Standard 1 is met by the students creating their own mind map and essay.

            Standard 2 is met by the teacher providing computers and a printer for all students.

Standard 3 is met by instructing the students on how to use the web mindmeister.com and instructing them to print their work as an assessment when completed.

            Standard 4 is met by the teacher providing the log in information for all students and monitoring their work while using the computers. The teacher will be available at all times to assist when students need help.

Micro Lesson #1 Creative Writing Lesson

Hi everyone,

Hope you enjoyed my tiny version of my lesson. I have pasted my lesson plan here for you to use in the future if you please to do so. Again, the web page is mindmeister.com. Fun and easy!

Thank you!

Creative writing lesson plan/Technology Integration                 Audrey Blancato

Third Grade         English Language Arts                                                                                                 One Week

Standard:
3.W.2     Write informative/explanatory texts to examine topic and convey ideas and information clearly.
               a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
d. Provide a concluding statement or section.

ISTE Standards for Teachers:

1.      Facilitate and Inspire Student Learning and Creativity

2.      Design and Develop Digital Age Learning Experiences and Assessments

3.      Model Digital Age Work and Learning

4.      Engage in Professional Growth and Leadership

Objective:

Students will be able to brainstorm ideas in preparation of writing a complete expressive essay with an introduction, body, and conclusion.

Materials:

·        Pencil

·        Paper

·        Chromebook

·        Rough Draft Worksheet

·        Printed Artifact (after Chromebook use)

Instruction:

1.      Review the definition of personal expressive writing (writing that allows you to express your own thoughts and feelings through a letter, journal, essay, etc.) with students. Tell students that they will be preparing to write their own expressive essay on the topic: About Me. Lead a discussion about the elements that make up an expressive essay.

Introduction: Begin your essay by stating the main idea. In an expressive essay, the main idea will be a personal experience, belief, or feeling that is meaningful to you. One way to hook your reader is to express your main idea with a short personal account of an important event in your life.

Body: The body of your essay supports your main idea by using examples. Be sure to describe your examples clearly so that your reader will understand your position, or point of view.

Conclusion: The conclusion of your essay should summarize your main idea. Restate your feelings and beliefs to make sure your main idea is understood.

2.      Pass out Chromebooks and instruct students to type in www.mindmeister.com and then sit in their seats silently until the entire class is at the website. Pass out each student’s individual username and passwords and prompt them to login. Using your own computer hooked to the smart board, show the steps on getting started using the brainstorming mind map. Model filling in the first bubble as your introductory paragraph. Ask students if there are any questions or confusion. Set up your previously made mind map so students can reference its model. Monitor and help students when needed.

3.      If students have not finished their mind map by the end of the writing block, students will need to save their work for later. They will also need to share it to their google docs so the teacher may access it at any time.

4.      Once students have finished their brainstorming mind maps they must convert their ideas onto paper in the form of paragraphs. Worksheets will be handed out for students to write their rough drafts on. Once their rough drafts are completed, revision begins. The teacher will monitor and help students when needed.

5.      Once the rough drafts have been revised, students must go back onto their Chromebook and type out their final draft which then they will share to their google accounts.

Formative Assessment:

The teacher will monitor and observe the students as they work on their own brainstorming mind map. They will be able to show that their brainstorming starts with a main idea and leads into supporting details which will be other bubbles.

Artifact Development:

The teacher will be able to access each student’s work through their google accounts. The teacher will see where each student is through their brainstorming development.

Summative Assessment:

By the end of this unit, students will have turned in a completed final draft of their “About Me” essays in google. The teacher will be able to grade the essays using a 5 point rubric.

Conclusion:

Through this lesson plan students will be able to develop an expressive essay by brainstorming ideas about themselves. They will be able to develop an introductory paragraph, three body paragraphs, and a conclusion paragraph. They will be able to develop a graphic organizer using the schools Chromebooks and type out their essay and sharing it with their google accounts. For some students brainstorming is hard. This website allows the student to be creative with their font, colors, and add emoticons if they want. It allows them to explore their creative side about themselves. Along the way they learn about sentence structure and ways to use linking words.

 

Jigsaw Presentation

Hello All, Below is the presentation of Safe, Ethical, and Legal Use of Technology that Stephanie, Abigail and I presented. I have also attached the Edpuzzle video of our scenarios. Thank you for watching!

Integrating Technology in the Classroom