Lesson+Plan

Students: · ** Demographics ** : 12 Caucasian, 4 African American, 3 Hispanic, 1 Indian · ** Learning Styles ** : 40% Visual, 40% Kinesthetic, 20% Auditory · ** Background Knowledge ** : The students are four months into the school year. Students have learned to expand vocabulary for descriptive purposes. They have been writing with correct word usage and structure. Computers, digital cameras, and clickers are used in class with each student understanding how to operate the equipment. · ** Learning Disabilities ** : Two ESOL students, One High Functioning Autistic Benchmark: selects from a variety of simple strategies, to identify words and construct meaning from various texts, illustrations, graphics, and charts. Benchmark: reads text and determines the main idea or essential message, identifies relevant supporting details and facts, and arranges events in chronological order. Benchmark: Produces final documents that have been edited and in correct formatting according to instructions. Benchmark: uses electronic technology, including wordprocessing software and electron encyclopedias, to create, revise, retrieve, and verify information. Benchmark: speaks for specific occasions, audiences, and purposes, including conversations, discussions, projects, and informational or imaginative presentations. Benchmark: recognizes and explains the effects of languages, such as sensory words, rhymes, and choice of vocabulary, and story structures, such as patterns, used in children’s texts. Benchmark: knows the effects and functions of using various organizational elements and principles of design when creating works of art. // Creativity and Innovation // Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. Apply existing knowledge to generate new ideas, products, or processes. b. Create original works as a mean of personal or group expression. // Design and Develop Digital Age Learning Experiences and Assessments // Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS-S. Teachers: a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. b. Develop technology- enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources. d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching. · To understand characteristics that make up each set of poems with 85% on end of the week review. · Have students construct creative acrostic poem and also use webcams to add their own picture to their poem. · Use problem solving skills to trying and figure out the structure of a poem resulting with the basic idea of a diamante poem. · Given part of a poem, have students to be able to fill in the missing words 90% accuracy · Share poems on [|epal] · For groups to give a presentation on type of poem. Must include PowerPoint with brief notes, pictures, and an example · Present projects in a clear and creative manner · 75% accuracy rate for a summary quiz at the end of the week · Complete a [|Venn Diagram] · iClickers · Computers equipped with internet access and Microsoft PowerPoint program · Webcam for students to take and print their own picture · Projector for projects and notes · Fun [|YouTube] video- Every day example of poetry · Interactive [|Venn Diagram] · Craft supplies such as construction paper, crayons, markers, etc for mini posters · Check PowerPoint on computer · Check projector · Check webcam in working order · Check for [|YouTube] video · Check for [|Venn Diagram] // Monday: // · Be seated at regular desk · Complete clicker questions to see if anyone can identify acrostic poems · Take notes on the characteristics of acrostic poems · Have the whole class make an acrostic from my name · Work privately to make their own acrostic from their name. To be completed as a mini poster on construction paper. Students must also use the webcam on the computer to take a self portrait, print it out, and paste it to their assignment. // Tuesday: // · Seated at regular tables · Read several different examples of a diamante poem and attempt to figure out the structure of the poem. · Notes · Participate in a game. Given part of the poem must fill in the missing words. // Wednesday: // · Seated at tables · Watch fun introduction video from [|YouTube] · Notes · Construct poem for class competition · Share poem with [|epal] · Vote using clickers for the best Alliteration poem // Thursday: // · Work together in a group to collect information for [|presentation] · Must use internet access to gather information and poem examples · Use PowerPoint to construct a presentation // Friday: // · Actively listen and support groups presenting · Present project as a group · Complete [|Venn Diagram] Chart at computers · Completely a weekly summary quiz using clickers
 * Grade ** : Fifth Grade
 * __Sunshine State Standards: __**
 * 1. **** Standard: LA.A1.2 **
 * 2. **** Standard: LA.A.2.2 **
 * 3. **** Standard: LA.B.1.2 **
 * 4. **** Standard: LA.B.2.2 **
 * 5. **** Standard: LA.C.3.2 **
 * 6. **** Standard: LA.E.2.2 **
 * 7. **** Standard: VA.A.1.2 **
 * __Nets-S __**
 * __Nets-T __**
 * __Stated Objectives __**
 * __Media and Material __**
 * __Materials __**
 * __Utilize Media and Material __**
 * __Required Learner Participation __**