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| This picture was drawn by a student in pre-kindergarten. She drew a picture of a killdeer. The killdeer represented the letter K on a website she viewed. She also included a tree in her picture. |
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Name: Jennifer Adams
Mentor Teacher's Signature & Date
TopicQuest Lesson Plan
Title of Lesson: Learning With
Letters
Primary Learning Outcomes (PLOs):
The primary learning outcomes to be achieved with this lesson include:
A. With teacher guidance student will be able to use the computer to
research topic information on the Internet. (QCC- Technology
Integration- Research- K10)
B. With teacher guidance student will be able to listen to information
to gain knowledge. (GPS- English/Language Arts- Comprehension-
ELAKR6)
Assessed Standards
Georgia QCC
A. Grade: K
Subject Area: Technology Integration
Strand: Research
10 Topic:
Research
Standard: Uses basic research techniques with teacher guidance.
Georgia Performance Standard (GPS)
B. English/Language Arts Performance Standard
Grade: K
Comprehension
ELAKR6: The student gains meaning from orally presented
text.
a. The student listens to and reads a variety of literary and
informational texts and materials to gain knowledge and for pleasure.
Materials and Equipment:
1. Have example of your mission project to show students
2. Paper for drawing
3. Crayons
4. Pencil & paper (to make notes for lesson plan assessment and
reflections)
5. Modification of a lesson developed by Dr. Diane L. Judd
Technology Connection:
Technologies that will be used in this lesson include:
Procedures:
Step One:
Introduction
Have a small group of students go to a computer. Explain to
students that you are going to use the computer to find out information
about letters and animals.
List 2 or more
questions that introduce students
to your TopicQuest that establish a
connection to students' prior knowledge by asking them:
1. "Can you tell me what your favorite
letter is?"
2. "Can you think of an animal that
starts with your favorite letter?"
Today we are going
to learn about animals
by visiting websites on the Internet and we will do a fun activity.
I have made a special Web
page for your
class. (During discussion have students turn around away from the
computer to interact.)
Estimated Time for Step One:
5 minutes
Step Two
Teaching the Primary Learning Outcomes:
(Have students sit at the computer where they can control the mouse
and computer.) (Explain to students the process of the
lesson.) After we visit
several websites about letters you will look at the Kids
Yellowstone National Park website and see pictures of different
animals. You will pick your favorite letter and write it on a
sheet of paper. Then, you will draw a picture of the animal that
goes with your letter you saw on the website. Once they have
written the letter and drawn the picture, they will tell me what animal
it is and I will write it down below the picture.
Check for understanding
Have students explore and discuss
the information in each of the 3 pre-selected websites. Ask
students guiding
questions about the important concepts in each of the visited
websites. List three or more questions.
1. Can you tell me one of the
dinosaurs you saw on the Enchanted Learning website?
2. What are some of the
examples you remember off the Go Kidding website for the letters?
3. Can you tell me an animal from the
Yellowstone National Park website that
starts with your favorite letter?
Practice and feedback related to the
PLO
Read mission project to students. Explain to students that they
are going to pick a letter and write it, then you will
draw a picture of the animal from the website that goes with your
letter. Tell
the
students that the information that they will need to complete
their
mission project is listed and connected in the mission
activity.
Visit website for information for mission project. Discuss the
information in the linked website in
the mission activity with the students to emphasize
interesting and important information students will need to complete
mission
project.
[Students will write (or dictate to teacher) information to be included in the letter and picture they draw for the mission
project.
While
students are completing mission project, teacher
will observe students and give assistance when needed.]
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Mission
Congratulations! You have been selected to become a park ranger for the day. Go to the Kids Yellowstone National Park website and check out all the animals. Study them closely because you will be using them later. 1. First you must look closely at the website. 2. Next, pick your favorite letter and look again at the picture of that animal. 3. Then, using your crayons and paper, first write the letter you picked on the top of your paper. 4. After you write the letter, draw a picture of that animal. Be sure the animal looks like the picture on the website. 5. Once you are done drawing the animal from the website tell me the name of the animal so that I can write it down below. 6. Once you are all done with the picture, I will take it and post it on my website so that other students like you can look at it. |
Step Three
Closure:
Have students discuss their mission project of their pictures and
information they found on the Internet.
Tell students that your topicquest page is on the Internet and they can
visit the website at school or home. Explain to students
that you are going to put their pictures and information
on the Internet and they will be able to share their mission
projects with
their friends and family. (If possible teacher should take
brief
notes during the lesson and concluding discussions to be added
later
to the assessment and reflections in lesson plan.)
Estimated Time for Step Three:
5 minutes
Assessment:
A. Technology Integration
Student will be assessed through observation while using the computer
with teacher
guidance to do research on the Internet for topic information.
Assessment Rubric
| Performance Levels |
Indicators |
| 0 |
Student is not able to use the computer with teacher guidance to do research on the Internet for topic information. |
| 1 |
Student is able to use computer with a great amount of teacher guidance to do research on the Internet for topic information. |
| 2 |
Student is able to use computer with some teacher guidance to do research on the Internet for topic information. |
| 3 |
Student is able to use computer with little teacher guidance to do research on the Internet for topic information. |
| Student | Performance
Level |
Describe the Students' Evidence that Illustrates their Achieved Use of Technology Performance Level |
| 1 |
3 |
She was able to control the
mouse very well. She was able to scroll down and use the back
button with ease. |
| 2 |
3 |
She was able to find the correct
links to click on when asked. |
B. English/Language Arts
Student will be assessed through observation and oral discussion to
evaluate if student with teacher guidance is able to listen to
information to gain knowledge.
Assessment Rubric
| Performance Levels |
Indicators |
| 0 |
Student is not able with teacher guidance to listen to information to gain knowledge. |
| 1 |
Student with teacher guidance is able to listen to information to gain little knowledge. |
| 2 |
Student with teacher guidance is able to listen to information to gain some knowledge. |
| 3 |
Student with teacher guidance is able to listen to information to gain much knowledge. |
| Student | Performance
Level |
Describe the Students' Evidence that Illustrates their Achieved Language Arts Performance Level |
| 1 |
2 |
She was able to remember a
certain animal and then draw it on her own. |
| 2 |
3 |
She was able to repeat the name
of the animal for days after the lesson was taught. She
remembered what letter it began with and what it looked like. |
Accommodation:
Links
for Accommodations for Special Students
1. My student with special needs has
a communication disorder. He hears fine, but his speech is very
hard to understand.
2. I will be sure to pronounce all my words slowly and correctly. I will have the student sit close to me so that he can hear me pronounce all my words slowly and correctly.
Comments & Reflections: For Electronic Portfolio Standard
#4 Multiple Instructional Strategies )
1. a. Comment on your
teaching of how your
TopicQuest lesson created learning experiences and activities that
implemented a variety of instructional strategies.
TopicQuest was a mini research page that
allowed the students to do some research. Not only were they
learning about a specific topic, but they also learned
how to use the computer and mouse. I
developed an activity for them to do using the content they researched
about.
2. a.
Comment
on your teaching of how
your TopicQuest lesson encouraged students' development of critical
thinking and problem solving.
They had to use and control the
computer. They had to take what they learned from the computer
and apply it to a picture they were asked to draw.
.
b. Describe what your
students did (evidence) to show how
your TopicQuest lesson engaged them in critical
thinking and problem solving.
They were able to use the mouse and
computer very well. They were asked to think about what their
favorite letter was and then draw a picture of the animal they saw on
the website that began with that letter. Both students were able
to finish this task very well.
3. Examine and describe your
teaching of this TopicQuest lesson.
Overall I think this lesson went well. I
enjoyed teaching this lesson, and the students enjoyed doing the
lesson. There are a few things I would have done different.
4. Give at least on suggestion that
would lead to improving your teaching practices and student
achievement.
Next time, I will teach one student at a time so that they can work on
their own computer and have my undivided attention. I think that
would be easier for the students since I had to read everything for
them. I would have them at different computers because they both
wanted to use the mouse and didn't want to share with the other.
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| This picture was drawn by a student in pre-kindergarten. She drew a picture of a killdeer. The killdeer represented the letter K on a website she viewed. She also included a tree in her picture. |
|
 Miss Adams' Land of Amazing Apples |
 jennifea@valdosta.edu |
 TopicQuest Page |