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Running head: TECHNOLOGY LESSON PLAN

Nancy LeBlanc
November 30, 2015
EDU 721: Using Technology within Inclusion Education
University of New England
Module 6: Technology Lesson Plan
6th Grade Science: Dear Mary Persuasive Writing

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Class Description
General Class Overview
This is a 6th grade science class at the middle school level. There are twenty-two
students in the classroom, eleven female students and eleven male students. The students
are a group of mixed abilities. There are seven students with identified learning
disabilities and IEP (individualized education plans) in this classroom. Mark has a 504
plan that addresses the need for seating consideration due to vision issues and
organization help. He needs to be seated at the left of the classroom, but facing the board.
He also needs to utilize technology to magnify the screen when using a computer. Most
students struggle with organization and two students have behavior issues that require
frequent redirection. The students are working on communicating with their peers, notetaking, and organization within the science class. Typically, seventeen out of the twentytwo students will complete homework. These students tend to need more explicit
instruction and a slower pace in order to master material as well as graphic organizers and
checklists to keep them on track.
Students with Disabilities
I have four students with learning disabilities in my classroom with IEP
(individualized educational plans). Harley needs visual supports for auditory instruction,
guided notes, and verification for understanding. He also benefits from slower-paced
instruction as it takes him longer to process. Warren has auditory issues and needs
preferential seating. It also takes him longer to process, so guided notes and frequent
check-ins are utilized often. Louise is a transfer out of the life-skills program. She needs
multiple breaks, paraprofessional support, and concise oral directions. Julie has a

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paraprofessional accompany them as they are autistic and often will choose not to speak,
but has the ability. Julie needs frequent redirection and the breakdown of directions. Julie
also had a communication plan where if she does not answer when called on a card is
punched. For each punch on her card, she loses one minute of her recess. Three of these
students are working below grade-level with accommodations.
Prior Knowledge
Students have had an introduction on persuasive writing in their language arts
class. They have also worked in pairs to edit each others writing in writing workshops
during language arts class. Additionally, they have been instructed on how to address a
letter properly and how to write an introduction and concluding paragraph to a persuasive
essay. In science class, they have learned about the digestive system, respiratory system,
excretion system, and circulatory system. They have discussed specifically how these
systems work together and how a disease can affect not only one system, but the
subsequent effects on the other systems. Students should be able to find enough
information in their science books, notes, and science packets that they have been saving
from the human body system. This is a five day series of lessons to work on this writing
piece. Students have been introduced to Google Classroom and have completed and
submitted a few assignments using this technology.
Background Information
The classroom desks are arranged in three big groups to facilitate classroom
discussion and partner work. One group is made of a 2 by 4 rectangle, the second is 4 by
4 of desks and two long tables joined at the front of the room, and the third is a 2 by 3
rectangle with one desk facing the board at the end of the rectangle. There is also a small

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table at the back where groups can choose to work. This arrangement also allows for
easily movement around the room for teacher redirection when necessary.
Materials

Laptops

iPad

Highlighters

Internet to access Google Classroom

Pencil grips

Large lined paper

Graphic Organizers

Powerful Words Handout

Persuasive Writing Revision and Editing Handout

Document Camera
Research Materials including Human Body Science Texts and off level
texts

Headphones with microphones


Pencil Fidgets

Lesson Time
5 (50 minute) Class Periods
CCSS Standard Addressed
W.6.1 Write arguments to support claims with clear reasons and relevant evidence
MS-LS1-3. Use argument supported by evidence for how the body is a system of

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interacting subsystems composed of groups of cells


IEP Objectives Addressed

Having Julie speak to peers and in front of the class

Practice with organization skills including note-taking

Working for a short amount of time in their seat

Self-editing spelling and punctuation

Essential Question
How do our body systems make you a human machine?
Learning Target(s)/Lesson Objectives
I can create a persuasive writing piece that illustrates how the body systems work
together.
Procedure
Day 1: Researching and using the graphic organizer to take notes (50 minutes)
Mini Lesson: Gathering Data for Body Paragraphs including a topic sentence, the
supporting body details, and a closing sentence that restates an opinion. (15-20 minutes)

Activate Prior Knowledge (10 minutes): Mrs. Brown is considering not allowing
6th graders to have recess anymore. How can we persuade her to keep recess?
o Have students think-pair-share ideas and then put a list on the board
o Write a paragraph together with a topic sentence Mrs. Brown, we need
recess for many reasons. Then, pick the 3 strongest reasons from the
student list. Conclude the paragraph with a closing sentence. Mrs. Brown,
these are the many reasons why we need recess.

Put Dear Mary introduction (see Appendix A) under the document camera and

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pass out the packet including introduction, copies of graphic organizer for each
paragraph (see Appendix B), organizer for rough draft (see Appendix C), powerful
words handout (see Appendix D), editing handout (see Appendix E), and
evaluation rubric (see Appendix F). Have a checklist with expected due dates
available to help students keep track of deadlines. The teacher will also check-in
throughout the week to assess where students are and that they are progressing to
have the paper completed on time.

Read aloud the Dear Mary introduction.


Ask students if they know what the Boston Marathon is and allow for discussion
with elbow partners. Have students share out. Make sure to explain the race is 26
miles long.

Answer general questions about the assignment

Have students turn to graphic organizer for the second paragraph and put a copy
under the document camera (see Appendix B). As a class, come up with a possible
topic sentence to explain why Mary should eat a healthy diet and drink plenty of
water. Use think-pair-share model. Students should all have a topic sentence filled
in on their graphic organizer at the end of the discussion (this will be modeled on
a sample graphic organizer under the document camera) that restates the question
and states their opinion. Mary should eat healthy foods and drink more water for
many reasons It needs to restate the question and provide a gist.

Follow the same think-pair-share procedure for the closing sentence. Students
should all have a closing sentence filled in on their graphic organizer at the end of
the discussion. It will be modeled under the document camera. These are the

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reasons why Mary should drink more water and eat healthier.

Duplicate this procedure on the graphic organizers for paragraphs 3 and 4 and
their corresponding graphic organizers. Mary should exercise more for many
reasons and Mary should stop smoking for many reasons. For the closing
sentences to the paragraphs These are the many reasons why Mary should stop
smoking and These are the many reasons why Mary should exercise more.

Give out exit slip with the prompt Mrs. Brown wants to make music classes
mandatory for all students write a restatement with a gist to introduce a
persuasive paragraph and a closing statement to end your paragraph. You do not
have to write the body of the paragraph.

Time to research and work on completing graphic organizer

Small Group Julie, Louise, and Harley for 15 minutes for guidance on where they
can get their information and how to fill it in on their graphic organizer.

Students will receive the remainder of class and the following class to locate the
reasons to support their opinion on each of the body paragraphs.

Day 2: Work on Graphic Organizers (50 minutes)

Have rough draft organizer up on the document camera. Model for students how
they will take information from their graphic organizer and turn it into their first
body paragraph. (Use the completed graphic organizer from day 1 and have three
volunteers give a reasons for each system to include as the evidence) Have Mrs.
Brown we need recess persuasive paragraph on anchor chart for reference
reminder.

Continued work on graphic organizers and finding reasons to support their

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opinion on each of the three body paragraphs. Students who finish can start their
rough drafts. Graphic organizers must be filled out by the next science class.
Teacher will informally assess the progress of each student and intervene if
necessary for students who are not where they should be in the writing process.

Remaining 20 minutes of class: small group with Harley, Louise, Julie, and
Warren to go over their graphic organizers and help them locate any needed
reasons to support their decisions.

Day 3: Writing a Draft (50 minutes)

Ask students who have completed graphic organizer to raise their hands, take note
of students who have not finished theirs and meet one on one with them while
other students are starting on their rough drafts.

Students will work on writing their rough drafts using the information from their
graphic organizer. Teacher will do side-by-side conferences on student writing
starting with students who started their rough drafts the previous class period and
work through the class time conferencing with individuals to provide feedback.

Day 4: Draft Writing/Editing (50 minutes)

Put up the editing checklist under the document camera. Use a rough draft from a
volunteer and model how to do the required revisions, then required editing.

Students who have completed rough drafts will pair up after doing the required
revisions and editing on their own writing piece and edit their classmates piece.

Work the remainder of the period on self-editing, peer editing, and then a teacher
check-in is required before final draft typing can commence.

Day 5: Final Draft (50 minutes)

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Students will use the science class to work on finishing editing (if necessary) and
typing their final pieces. Homework is to complete and submit the assignment
using Google Classroom.

Evaluation
The evaluation for this lesson will be the final written piece of persuasive writing.
It will be a five paragraph persuasive essay with an introduction, three body paragraphs,
and a conclusion. The assignment will be typed and submitted to the teacher using
Google classroom.

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Appendix A

Name: _______________________________
Science/Language Arts Human Body Persuasive Writing Piece
Due: December 2, 2015
Final Piece to be written in your very best print/cursive or typed.

Your friend Mary wants to run in a road race, The Boston Marathon. However,
she doesnt think there is any reason why she should change her habits of eating fatty
food, not drinking lots of water, not exercising, and smoking a pack of cigarettes a day.
You need to persuade her that these are not good habits to be practicing if she is serious
about competing in the race. Write a persuasive essay, Prezi, or Glogster to explain how
each of these habits affects the different body systems and explain how changing these
habits would increase her chances of winning the Boston Marathon.
You will need to use the scientific information you have learned over the past
three months about the human body system to support your statements. Your essay should
have a topic sentence that states your opinion, reasons to support your opinions, and a
closing sentence that restates your opinion. You may use any of the resources in the
classroom including your notes to help you write this essay. Use the provided graphic
organizers to help your prepare the three body paragraphs of your essay. Make sure to
include introductory and concluding paragraphs for your essay. Pay special attention to
the rubric and how you will be evaluated on this assessment.

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Appendix B
Graphic Organizer for Persuasive Paragraph 1

Explain to Mary why she should eat a healthy diet and drink plenty of water.

Reasons to Support Your Opinion (At least 3, one for each system)
________________________________________________________________
_____________________

________________________________________________________________
_____________________

________________________________________________________________
_____________________

________________________________________________________________
_____________________

Closing
Sentence (Restate your opinion)
________________________________________________________________
_____________________
______________________________________________________________________
________________________
______________________________________________________________________
________________________
______________________________________________________________________
________________________

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Topic Sentence (State your opinion)


______________________________________________________________________
________________________
______________________________________________________________________
________________________
______________________________________________________________________
________________________
______________________________________________________________________
________________________
There will be three of these graphic organizers, one for each of the three body paragraphs
provided to students.
Appendix C
__________________
__________________
__________________
__________________
Dear Mary,
Introduction:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Point #1:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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________________________________________________________________________
________________________________________________________________________
Point #2:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Point #3:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Point #4:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Conclusion:

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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Closing: ___________________,
Signature: __________________

Appendix D
Powerful Words

Unquestionable

Lively

Tremendous

Tempting

Outrageous

Dazzling

Dazzling

Brilliant

Splendid

Tranquil

Magnificent

Appealing

Petite

Worthwhile

Ample

Incredible

Fascinating

Gorgeous

Eccentric

Abundant

Glorious

Gigantic

Amazing

Comfortable

Phenomenal

Marvelous

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Generous

Tantalizing

Exuberant

Quaint

Memorable

Stunning

Spectacular

Exceptional

Superb

Breathtaking

Vivid

Quintessential

Appendix E
Persuasive Writing Editing Checklist
Required Revising
1. ______ Highlight your topic sentence to be sure you have stated your opinion
(claim).
2. ______ Number each supporting detail in your piece. Evidence should be in an
order that makes sense, with your strongest supporting details first.
3. ______ Circle each persuasive word you have used. Add a minimum of 2
persuasive words to your piece.
4. ______ Draw a star next to each indentation. Indent a new paragraph every time
you introduce a new main idea.
5. ______ Highlight your conclusion to be sure you have restated your opinion
(claim).

Required Editing

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1. ______ Circle a minimum of 3 words with questionable spelling. Look up the


correct spelling in the dictionary and write it above the word.
2. ______ Put a dot under the first word in each sentence to be sure you have used a
capital letter. Add capital letters where they are needed.
3. ______ Draw a box around the punctuation at the end of each sentence. Make
sure you have used the appropriate punctuation.
4. ______ Check that there are 3 facts to support why healthy eating is important
5. ______ Check that there are 3 facts to support why drinking water is important
6. ______ Check that there are 3 facts to support why exercise and not smoking is
important.

Appendix F
Science Portfolio Entry Slip- Dear Mary Persuasive Letter
Name: ________________________________

Date: ___________________________

Topic: Human Body Systems Grade: 6


D (0-69)

P (70-84)

M (85-94)

Score: ______________
E (95-100)

Content Areas: Science and Language Arts


Performance Task: Create a persuasive writing piece that illustrates how body systems work together.
Essential Question: How do our body systems make you a human machine?
CCSS: W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
Thinking Standard: Inductive Reasoning.
Does Not Meet (11)

Partially Meets (14)

Meets Standard (15)

Exceeds Standard (16)

Student selects and describes specific body systems from which to make connections.
I can make a claim that
I can make a claim and
I can make a claim that
I can make a claim and
states a fact, but does
attempt to support it
organizes the reasons
elaborate on the evidence to
not provide relevant
with relevant evidence.
and evidence clearly.
support my claim.
evidence.
Student selects and describes specific body systems from which to make connections.
I cannot make
connections between
body systems.

I can select body


systems that connect.
(Only discusses impact
of habit on one body
system)

I can select and describe


the parts of the body
system that connect.
(Only discusses impact
of habit on two of the
body systems)
Student can show how multiple body systems work together.

I can select, describe, and make


appropriate connections
between body systems.
(Discusses impacts of each
habit on all three body systems)

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I cannot tell the organs


of the body systems.

I can identify the organs I can explain how the


and explain how they
organs of multiple body
are important to the
systems work together.
body systems. (No
(Only connects two of
connections between
the systems)
systems)
Student can develop a concluding statement that follows the claim presented.

I can synthesize the


relationship between the organs
of body systems and how the
systems work together.
(Connects all three systems
together).

I have not developed or


provided a concluding
statement.

I can provide a
I can develop a
I can compose a concluding
concluding statement
concluding statement
statement that strengthens my
but may not support or
that follows the claim.
explanations and reasoning.
relate the claim.
Student can edit writing by checking for errors in capitalization, punctuation, grammar, and spelling,
etc.
6 or more errors
3-5 errors
1-2 errors
0 errors
Student handed in the drafts in a timely manner.
First draft or final draft
was 3 or more days late.

First draft or final draft


was 2 days late.

First draft or final draft


was a day late.

First draft or final draft was


completed on time.

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