Lesson Planning Waynesburg University Pre-Instructional Planning: The thought process that leads to the development of quality, meaningful

lesson plans
Guiding questions that will provide the framework for the lesson. (Respond to each question.) Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students) -10th grade, Biology I students, regular education Who (if anybody) will assist with the presentation of this lesson, and what will their role be? -Co-teacher, Ms. Staryarsky -will support the students in whatever role necessary (log-in issues, clarification of procedures, etc) What is the long range goal(s) that is tied to this lesson? -encourage the use of free and available web tools for future assignments -ability to process through why we do what we do, both using technology and the learning of the subjects and topics What is the specific learning objective(s) for this lesson? -students will be able to use web tools to their benefit for assignment completion -students will use effective writing techniques -students will create a polished document using pre-made templates -students will effectively use the internet as a resource What prerequisite skills/knowledge will students need to effectively access and participate in this lesson? -students will need access to computers -students will need to know how to navigate the internet -students will need basic writing and grammatical skills When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning maintenance lesson, or learning generalization lesson?) -learning maintenance lesson coming after a unit has just completed When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?) -two day lesson Where should this lesson be presented to ensure maximum student access and participation? (Computer lab, classroom, science lab) AND what materials will be needed? -this lesson will be implemented in the computer lab; will need 15 computers, a projector to project examples from a laptop or base computer Why are you planning to teach this lesson? Why must this information/skill be presented to the students?

I am planning to teach this lesson to encourage a higher level of thinking from the students. The students must process through the assignments they have just completed to be able to encourage future students to do the same creative work. Also, the exposure of the students to web tools and their ease of use and functionality will be valuable moving forward for the students academic careers. How does this lesson relate to the PA Academic Standards? -Standard - 3.1.10.A1: Explain the characteristics of life common to all organisms. -Anchor-S11.A.2.1.2: Critique the elements of the design process (e.g. identify the problem, understand criteria, create solutions, select solution, test/evaluate, communicate result(s) applicable to a specific technological design. -Common Core-CC.3.6.9-10.E: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information flexibly and dynamically. How does this lesson relate to the previous lesson? How does this lesson relate to future lessons? -This lesson comes at the end of the Protist Unit. It is encouraging the students to reflect on what they have just learned and what was effective in helping them do so. This reflection will also help me as the teacher to plan future lessons for this group of students and others. How will you determine if students have met the lesson objective? (Think assessment) -Students will be graded on their final product using the Rubric. How should this lesson be presented to ensure maximum student access and participation? (Lecture, whole group activities, small group activities, cooperative learning groups) -This lesson will be presented to the group by showing step by step instructions, coupled with handouts and immediate practice on their own computers. Basically, guided instruction with individual practice.

Lesson Planning Waynesburg University Writing the lesson plan: Translating thoughts into a plan of action

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Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement) -Standard - 3.1.10.A1: Explain the characteristics of life common to all organisms. -Anchor-S11.A.2.1.2: Critique the elements of the design process (e.g. identify the problem, understand criteria, create solutions, select solution, test/evaluate, communicate result(s) applicable to a specific technological design. -Common Core-CC.3.6.9-10.E: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information flexibly and dynamically. Lesson Objective(s) (Stated in observable and measurable terms) -students will be able to use web tools to their benefit for assignment completion -students will use effective writing techniques -students will create a polished document using pre-made templates

-students will effectively use the internet as a resource Assessment Plan (What will be done to determine if lesson objectives have been met?) -Evaluation of the Final Product using the created Rubric Materials: -computers in computer lab, projector, laptop Inclusion Techniques for Students with Special Needs: -reiteration of instructions, extended time, support from co-teacher Enrichment Techniques: -use of the internet and the free web tools gives free reign to allow creativity to flow and show exceptional work and effort

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): -use of class time to work in the computer lab, if needed, students could work during credit recovery courses Lesson Presentation Introduction/Motivational Activities/Anticipatory Set: BELLRINGER. -Have you enjoyed this unit?! I know I haveI would like to encourage some of your peers to engage in the same type of course structure with one of their future topics, wouldnt you? I have found a cool way that we could communicate our awesomeness with your peers using free web tools. We are going be making a press release form using Google Tools. Have you used any Google Tools other than the ones we have used in this Unit? Which ones? Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) CLASS 1 -Bellringer typed and projected onto the front board from laptop -Students enter the room and complete the bellringer questions -Go over the bellringer and some classroom response -Provide students with a handout with detailed instructions how to get to the pre-made press release template -Walk the students through the instructions on the front board with projector and laptop, students will follow along and set up their templates appropriately -Students will save their work -Explain that students will pick up working where they left off and encourage them to think through what they want their final product to look like

CLASS 2 -refer students to message on the board: Students continue to work to complete your press release assignment. Remember to refer to your rubric to guide your efforts. This assignment is due by the end of the period, use your time wisely. -Students are to work until completion -If students are completed early, then I will show the students how to upload documents to Scribd as pdf files. Guided Practice/Independent Practice/Assessment Activities -Evaluation of Final Product with Rubric Closure: CLASS 1 -Students will save their work -Explain that students will pick up working where they left off and encourage them to think through what they want their final product to look like CLASS 2 -Students are to work until completion -If students are completed early, then I will show the students how to upload their documents to Scribd as pdf files. -Thank the students for their service in creating these Press Releases and encourage the students to share the press releases with their peers. -Instruct the students to download their Press Release as a pdf file. Finally request the students email their press release to me at Lab.Science.Clark@edu.com.