Artifact for Standard 5: Collaborative Lesson Plan

Chance Klupenger
EDPSY 4632 Educational Technology
Instructor: Dr. Jessica Koch
Due: October 14th 2015

Rationale on Artifact
Standard 5: The teacher understands how to connect concepts and use differing
perspectives to engage learners in critical thinking, creativity, and collaborative problem
solving related to authentic local and global issues. To me, this standard is stating the
importance of working together with other teachers and understanding their views when
working together. This can also be applied to students working together as well.

The artifact I am using to demonstrate my understanding of standard 5 is a

collaborative lesson plan utilizing an interactive presentation. This lesson plan teaches
phonological elements in language using music. The lesson is a good example of cross
curricular learning in which knowledge from one subject can be applied to another to aid
in learning. Included in the lesson is the presentation tool PowToon. This artifact was
created in collaboration with two vocal music majors, an english major, and myself in
Educational Technology in the fall semester of 2015.
As a future teacher, I feel it is important to have a good understanding of
standard 5 so that I will be able to work with other teachers to accomplish set goals,
whether it be using my knowledge and skills to help the cooperating teacher, or using
their skill set to aid me in my area. If I am teaching my students to play some patriotic
music, I might ask the history teacher to come up with some related facts so that I can
explain some of the history behind the pieces. This might be useful when the students
2

cover these same events in their History class. These musical pieces may help in
remembering those important facts.
The artifact I have included is a good representation of the standard because it
was a collaborative effort between students with very different educational
concentrations which brought different knowledge to the collaboration. Each gave their
thoughts and bounced ideas off one another to create a unified result. In doing this, I
have learned that if I am helping with a lesson that is not in my field, I can still provide
useful information. I have also learned that when working on a collaborative effort, if the
other teacher is not contributing as much, it will be up to me to take the initiative and
push ahead to complete the task.
After creating the lesson plan, I can see that my area of study can be a useful teaching
aid to my students when they are in their other classes. As I mentioned before,
providing some historical facts while learning to play patriotic songs can help the
students remember those facts better in History because they can recall the song that is
related to the fact. Creating music is really a collaborative effort in itself. I would be able
to help the kids to see that even if they are playing different parts, they are still working
together to accomplish the same goal.

Artifact: Mobile Learning Activity

Melody Dunn, Zach Garcia, Penny Trevathan, Chance Klupenger
Vocal Music Education, Instrumental Music Education, English Education
Grade 1
Topic

Using Music to Understand phonological elements in Language

Music
STANDARD 1: Language of Music: Responding The student
meaningfully engages with the artform through reading, notating,
and/or interpreting music. Explore the elements of music, including:
b. Rhythm (e.g., strong and weak beats, steady beat, meter in
2/4, and long and short sounds)

State
Standards

Language Arts
STANDARD 2: Phonological/Phonemic Awareness The student will
develop and demonstrate knowledge of phonological/phonemic
awareness.
2. Count syllables in a word
Writing/Grammar/Usage and Mechanics
Standard 2: Modes and Forms of Writing - The student will
communicate through a variety of written forms, for various purposes,
and to a specific audience or person.
addressed in lesson activity:

ISTE
Standards

6. Technology operations and concepts

Students demonstrate a sound understanding
of technology concepts, systems, and operations.
a. Understand and use technology systems

Technology

POWToon on computers or ipads (depending on availability)

Prior
Knowledge,
Bellwork,
Pre-Lesson
Work

5
minute
s

Hook or
Beginning of
Lesson

5-10
minute
s

Class

Warm ups, review steady beat

Kings Land game (in class group activity)
(Instructions On separate paper)

Clapping with words to Feet Feet (poem that teaches

meter, see separate paper). Will be done as a group
exercise.

20
4

Discussion or
Whole Class
Instruction

Independent
Practice

Closure or
Summative
Assessment

minute
s

10-15
minute
s

5
minute
s

Students will be divided into small groups, chosen by

the teacher to encourage varying language and
musical skills in each group. One group will work with
rhyming words of varying syllable counts. A second
group will be watching a two minute powtoon that
discusses rhythms and syllables. After 5 minutes, the
class will rotate groups. When all groups have
complete rotations, the entire class will engage in
discussion, giving their examples of rhyming words,
syllable count, and rhythm reading at teacher prompt.

TSW: Using the Sing-A-Song website, students will

listen to songs and count syllables along with the
music. In conjunction with the website, students will
work on a worksheet asking them to provide syllable
counts for a list of words.
Differentiation: Students will be able to identify rhymes
and their syllable beats. Those having difficulty with
this will also engage in syllable count activities where
students speak the word and clap for each syllable as
the Feet Feet exercise illustrated at the beginning of
class.
Ask/encourage students to share their rhyming beats.
If none share have the class work one more example
as a group.
Worksheets will be handed in for participation points
and there will be a short quiz to ensure that there is
comprehension.