Modified Madeline Hunter Technology Lesson Plan Model ED 479: Instructional Technology ED 427 Teacher: Jule Peterson Classroom

Teacher: Gretchen Willis School: Park Elementary nd Grade Level: 2 Number of Students: 18 Unit & Topic: Social Studies Lesson Duration: 45 minutes Planning and Teaching = 50 points Planning

1. Content Objective: By the end of the lesson, students will demonstrate knowledge of Benjamin Franklin by creating a concept map with four supporting facts.
Colorado State Content Standards: Content Area: Social Studies Standard: 1. History Grade Level Expectation: Second Grade Concepts and skills students master: 2. People have influenced the history of neighborhoods and communities Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: c. Give examples of people and events, and developments that brought important changes to the community (DOK 1-2)

2. And NETS-S (Technology Standards): Research and information fluency 3. Learning Target: Students will create a graphic organizer about Ben Franklin with four supporting facts using the popplet app on the ipad 4. Key Vocabulary: ipad, app (application), touch screen, popplet, click and drag, text, insert image, website, URL, research. 5. Essential Questions: How did Ben Franklin influence our community? 6. Materials: ipads for 18 students 7. Prerequisite Technology Skills: Unlocking an ipad, using a touch screen, selecting an app, typing on the ipad, popplet knowledge, ability to navigate websites. 8. Anticipatory Set: Show PowerPoint of influential people at the local and statewide level. Tap into students schema by asking them if they know what any of these people did, or why they are all grouped together. The answer the class should work towards is that they all helped with important changes in a community.
Teaching

9. Foreshadow and outcome task: This is part 2 of using popplet, so remind students of what we learned last time with popplet. Explain that this time, we will create another graphic organizer, but about Ben Franklin and important facts about him. By the end of the lesson, all students should have four supporting facts about Ben Franklin that they found using one of the websites I provided. 10. Input:
Teacher will do each step with students on their own ipad that will be connected to a big screen/projector so students can follow along as each direction is given.

1. Begin with anticipatory set. 5 minutes 2. Give direct instruction as to what the lesson is: 5 minutes

a. "We are going to begin learning about one important figure in our history, Benjamin Franklin." b. "We will use the popplet app to create a graphic organizer about Ben Franklin. In this graphic organizer I would like you to research four important facts about Ben Franklin that support why he is important in our history today." c. Show students the five websites that they can obtain information from (this may be a file students upload on their drive, or that is handwritten on the board. Ideally, the websites would be accessible on the computers so students can link to the websites, without having to type in the entire address). d. Write down all directions on the board. 1 minute i. Open popplet ii. Look through the five websites and collect facts. iii. Pick 4 or more facts to include in the concept map. iv. Add any supporting details to each fact. v. Save as, "Benjamin Franklin Concept Map" 3. Model an example of what is expected by going through the steps and creating a simple version of the Benjamin Franklin concept map. (use think aloud method during this) 4 minutes 4. Guided practice: Before moving onto independent practice have students look at each website with teacher, so they understand where to find the websites and how to navigate them. 5. Independent practice: Instruct students to now open the popplet app (pause and wait until all students have opened the app). Students will work independently on their project. 20 minutes 6. Check for understanding by going to each student and making sure they understand directions or have any questions. 7. Closure: Ask students to pair up with a partner next to them and show them their popplet creation. Students will take turns talking about their own and listening. Students who are listening must write down something new they learned, or that really interested them-- this will also serve as an exit ticket. 10 minutes 11. Modeling: After giving instructions on the process, teacher will do it on the projector for students to see. Show how to access the websites, use think aloud method to pick out four interesting facts, and then make the concept map with those facts. 12. Checking for understanding: After giving instructions, teacher will check for understanding by walking around to each student individually and clarifying any uncertain areas. 13. Guided Practice: Students will go to each site for the first time with the teacher. They will be guided through the sites so they understand how to navigate them and what they are looking for. 14. Assessment: After students have finished their graphic organizer, teacher will go to each student and check to see they met all the instructions. Their final product is the

item assessed to see if they understood how Ben Franklin helped our communities. 15. Closure: Students will write something new they learned about Benjamin Franklin from their partners sharing and then hand that in as an exit ticket. 16. Independent practice: Students will have independent practice when they create their own popplet concept map about Benjamin Franklin.
Grading Scale for Planning and Teaching (50 points) 50 = Excellent job! Meets all the criteria in the assignment and rubric in a thoughtful, thorough way. The entire lesson is integrated, coherent, and engaging. 40 = Meets all the criteria in the assignment and rubric in a generally thoughtful, thorough way. The lesson is integrated and coherent. One or two minor changes recommended, or could be developed in more detail in minor ways. 30 = Meets all of the criteria in the assignment and rubric. Some changes recommended, or could be developed in more detail. 20 = Meets most of the criteria in the assignment and rubric. May be cursory, lack development or detail, or not be particularly integrated with the rest of the lesson. 10 = The section is filled in and exhibits some effort to meet the criteria in the assignment and rubric. But some of the information is unclear, incorrect, exhibits minimal development or detail, or is not integrated with the rest of the lesson. 5 > = The section does not meet the criteria in the assignment and rubric. Or the information required in the section is somewhere in the lesson plan, but isnt included in a labeled section. (Point value of 1-5 based on the degree.) Or information is unclear, incorrect, or not at all appropriate to the content, lesson focus, or grade level. 0 = The section was not done. Holistic Lesson Planning (30 points) 1. The standards, objectives, learning target, and essential questions are all about the same skills and concepts. 2. The assessment measures those skills and concepts. 3. The skills and concepts are manageable for you to teach in a one-day lesson. 4. The skills and concepts would be manageable for students to do. 5. The skills and concepts would be useful, relevant and interesting to students at this grade level. Grading Scale for Holistic Lesson Planning (30 points) 30 = Excellent! Met all five of the listed criteria. 20 = Met three or four of the listed criteria. 10 = Met one or two of the listed criteria. 0 = Met none of the listed criteria.

Websites that will be provided:

http://www.brighthubeducation.com/history-homework-help/101237-interesting-and-fun-facts-aboutben-franklin/

http://www.bbc.co.uk/history/historic_figures/franklin_benjamin.shtml

http://www.ducksters.com/biography/ben_franklin.php

http://www.kidskonnect.com/subjectindex/21-categories/people/139-franklin-benjamin.html

http://bensguide.gpo.gov/benfranklin/